Digitized  by  the  Internet  Archive 
in  2016  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/musiceducationin1908manc 


% U % nipcnjf  if  t!ifi  United  Stales  OovernmenL 


i$0& 


BULLETIN:  NO.  1.  1908  — WHOLE  NUMBER  380 

DEPARTMENT  OF  THE  INTERIOR  ::  BUREAU  OF  EDUCATION 


ON  THE  TRAINING  OF  PERSONS 
TO  TEACH  AGRICULTURE  IN 
THE  PUBLIC  SCHOOLS 


By  LIBERTY  HYDE  BAILEY 
DIRECTOR  OF  THE 

NEW  YORK  STATE  COLLEGE  OF  AGRICULTURE 
AT  CORNELL  UNIVERSITY 


WASHINGTON 

GOVERNMENT  PRINTING  OFFICE 
1908 


^JCS 


,4 


xv0 


CONTEXTS. 


Page. 

Letter  of  transmittal 5 

Introductory  note 7 

Part  I. — The  nature  of  the  problem 9 

(1)  Elementary  schools 9 

(2)  High  schools 18 

(3)  Special  schools 21 

Part  II. — The  means  of  training  the  teachers 23 

(1)  Aids  to  teachers  already  in  service 25 

(а)  Summer  schools 26 

(б)  Regular  teachers’  institutes 27 

(c.)  Lectures 27 

(d)  Correspondence  and  leaflet  work 27 

( e ) Short  courses  in  agricultural  colleges 28 

(/)  Peripatetic  teachers 28 

( g ) United  States  Department  of  Agriculture 29 

(2)  The  training  of  new  teachers 29 

(а)  State  normal  schools 30 

( б ) Local  normal  schools 31 

(c)  High  schools  and  training  classes 33 

(d)  Separate  agricultural  schools 34 

(e)  Special  foundations 35 

(/)  Education  departments  and  teachers’ colleges.  36 
(g)  Colleges  of  agriculture 37 

Part  III. — The  general  outlook ; the  significance  of  normal  work  in  the 

colleges  of  agriculture 39 

The  content  of  the  normal  work 41 

Department  of  agricultural  education  of  the  Massa- 
chusetts Agricultural  College 41 

College  of  agriculture  of  the  University  of  Illinois 41 

Normal  department  of  the  New  York  State  College 

of  Agriculture 42 

Teachers  College  of  the  University  of  Missouri 43 

College  of  agriculture  of  the  University  of  Maine 44 

Normal  course  of  the  North  Carolina  College  of  Agri- 
culture and  the  Mechanic  Arts 46 

North  Dakota  Agricultural  College 46 

Connecticut  Agricultural  College 47 

Washington  (State)  Agricultural  College 48 

List  of  references 49 

Index 51 

3 


LETTER  OF  TRANSMITTAL. 


Department  of  the  Interior. 

Bureat^  of  Education, 
Washington,  D.  C.,  February  13 , 1908. 

Sir:  I have  the  honor  to  transmit  herewith  a manuscript  entitled 
“ On  the  Training  of  Persons  to  Teach  Agriculture  in  the  Public 
Schools,”  and  to  recommend  its  publication  as  the  first  number  of 
the  bulletin  of  the  Bureau  of  Education  for  the  year  1908. 

By  the  so-called  Nelson  amendment  to  the  agricultural  appropria- 
tion bill  for  the  year  1908  the  sum  of  $5,000  was  added  to  the  appro- 
priation to  each  of  the  States  for  the  better  endowment  and  support 
of  the  agricultural  and  mechanical  colleges  which  had  been  previ- 
ously endowed  and  aided  under  the  two  Morrill  acts,  of  July  2,  1862, 
and  August  30,  1890;  and  it  was  provided  that  this  addition  should 
be  increased  by  the  sum  of  $5,000  annually  till  it  should  reach  the 
annual  amount  of  $25,000.  When  this  maximum  is  reached,  at  the 
end  of  a five-year  period,  each  State  will  receive  annually,  including 
the  $25,000  previously  granted  under  the  second  Morrill  Act,  a total 
of  $50,000  for  agricultural  and  mechanical  college  purposes. 

With  these  liberal  endowments  and  the  still  larger  amounts  appro- 
priated by  the  State  governments  the  “ land-grant  colleges  ” have 
been  able  to  give  a great  impetus  to  agricultural  education.  They 
have  helped  to  form  the  rising  demand  for  a wide  extension  of  such 
education  in  high  schools,  normal  schools,  and  schools  of  elementary 
grade. 

As  was  pointed  out  in  the  report  of  the  Commissioner  of  Education 
for  the  year  1906,  there  is  grave  danger  that  the  demand  for  the 
teaching  of  agricultural  subjects  shall  far  outrun  the  supply  of  prop- 
erly qualified  teachers.  Such  a mischance  might  result  in  a serious 
setback  to  a great  educational  movement — one  of  the  most  promising 
educational  movements,  in  fact,  of  the  present  generation.  It  is 
accordingly  significant  that  the  Nelson  amendment  contained  the 
following  provision : “ That  said  colleges  may  use  a portion  of  this 
money  for  providing  courses  for  the  special  preparation  of  instruct- 
ors for  teaching  the  elements  of  agriculture  and  the  mechanic  arts.” 

The  Bureau  of  Education  bears  some  responsibility  in  this  matter, 
since  the  Department  of  the  Interior  is  charged  with  the  distribu- 


6 


LETTER  OF  TRANSMITTAL. 


tion  of  the  annual  appropriations  under  both  the  second  Morrill  Act 
and  the  Nelson  amendment,  and  this  Bureau  is  the  agency  through 
which  that  function  is  discharged.  With  a view  to  rendering  some 
assistance  in  the  shaping  of  plans  for  such  training  of  teachers  as 
may  be  undertaken  by  the  colleges  with  the  aid  of  these  new  funds, 
I have  asked  Prof.  Liberty  Hyde  Bailey,  director  of  the  New  York 
State  College  of  Agriculture  at  Cornell  University,  to  prepare  the 
bulletin  which  is  presented  herewith.  Professor  Bailey  is  among  the 
foremost  of  those  who  are  making  the  new  movements  in  agricul- 
tural education,  and  his  suggestions  will  have  value  and  interest,  not 
only  for  the  authorities  controlling  the  agricultural  and  mechanical 
colleges,  but  also  for  all  who  are  interested  in  these  new  educational 
undertakings. 

Very  respectfully,  Elmer  Ellsworth  Brown, 

G ommissioner. 

The  Secretary  of  the  Interior. 


INTRODUCTORY  NOTE. 


The  most  significant  contemporaneous  movement  in  education  is 
the  effort  to  adapt  the  work  of  schools  directly  to  the  lives  of  the 
pupils.  It  is  the  expression  of  the  effort  to  make  the  school  training 
applicable.  The  normal  activities  of  the  child  are  to  be  directed  and 
trained  in  such  a way  that  real  education  will  result  therefrom. 
Education  will  grow  out  of  the  child’s  experience,  rather  than  be  im- 
posed on  him. 

If  this  is  to  be  the  motive  of  popular  education,  then  agricultural 
and  industrial  subjects  will  be  made  more  and  more  a means  of  school 
work.  It  is  therefore  a question  of  the  first  importance  how  to  or- 
ganize these  subjects  into  an  educational  harmony.  The  agricultural 
subjects  are  specially  difficult  of  organization,  because  they  are  so 
many  and  so  diverse  and  so  unlike  in  different  regions.  The  character 
and  success  of  the  teaching  of  these  subjects  lie  immediately  with  the 
teacher;  there  have  been  no  institutions  consciously  to  train  teachers 
for  such  work ; therefore  it  is  not  strange  that  many  educators  should 
consider  the  training  of  persons  to  teach  agricultural  subjects  to  be 
the  most  important  educational  question  now  before  us. 


ON  THE  TRAINING  OF  PERSONS  TO  TEACH  AGRICULTURE 
IN  THE  PUBLIC  SCHOOLS. 


PART  I.— THE  NATURE  OF  THE  PROBLEM. 

It  is  first  necessary  to  understand  that  the  training  of  teachers  for 
the  teaching  of  agriculture  in  the  public  schools  is  not  a simple  or  a 
single  question.  The  training  of  teachers  for  the  group  of  subjects 
embraced  under  the  term  “ agriculture  ” can  not  be  isolated  from 
other  training.  It  is  not  alone  a question  of  giving  the  teachers  the 
necessary  technical  knowledge  and  skill  in  agricultural  subjects,  but 
also  of  providing  training  and  experience  in  methods  of  teaching, 
and  in  developing  a point  of  view  and  a right  estimate  of  education 
in  general.  There  is  great  danger  in  the  technical  teaching  of  agri- 
culture, even  though  it  be  well  taught,  if  the  teacher  is  not  also  well 
grounded  in  the  social  and  pedagogical  principles  and  problems  in- 
volved in  all  education ; and  any  such  irrelevant  or  unrelated  teaching 
will  in  the  end  react  disastrously  on  the  very  movement  that  it  is 
intended  to  promote. 

The  subject  before  us  is  not  single  in  respect  to  the  kinds  or  grades 
of  schools  that  are  involved  in  the  discussion,  the  constitution  or  body 
of  the  subject-matter  itself,  or  the  nature  of  the  sentiment  that  lies 
behind  the  movement  for  agriculture  in  the  schools. 

In  the  training  of  teachers  it  is  necessary  at  once  to  know  the  kind 
of  teaching  that  the  prospective  teachers  are  expected  to  undertake. 
With  the  widespread  and  unorganized  interest  in  agricultural  educa- 
tion it  is  impossible  to  make  any  definite  classification,  but  we  may 
roughly  throw  the  schools  in  which  the  teaching  of  the  subject  is  in 
question  into  three  groups — the  elementary  schools,  the  high  schools, 
and  various  kinds  of  special  schools. 

( 1 ) .—ELEMENTARY  SCHOOLS. 

We  first  consider  elementary  teaching  of  all  kinds,  meaning,  in  gen- 
eral, such  range  of  work  as  is  comprised  in  the  first  eight  grades  of  a 
graded  school  system,  or  work  in  ungraded  schools  that  is  not  more 
advanced  than  this.  In  this  group  the  difficulties  are  the  greatest. 
The  group  includes  most  of  the  so-called  rural  schools,  the  greater 
part  of  which  are  not  graded  to  any  extent,  in  some  regions  not  at  all. 

9 


10 


TRAINING  FOR  TEACHERS  OF  AGRICULTURE. 


These  rural  schools  are  most  closely  in  contact  with  real  agricultural 
needs,  and  it  is  in  them  that  many  persons  seem  to  expect  the  quickest 
and  best  results  from  the  teaching  of  agriculture;  yet  they  are  beset 
with  very  special  difficulties,  and  we  shall  need  to  discuss  them  at 
some  length.  We  may  take  this  opportunity,  also,  to  discuss  some  of 
the  principles  involved  in  rural  school  education. 

The  first  thing  that  needs  to  be  done  with  the  rural  elementary 
schools — the  so-called  district  schools — is  to  redirect  them  and  vitalize 
them,  rather  than  merely  to  introduce  agriculture  as  such.  It  is  not 
unlikely,  however,  that  this  very  agitation  for  the  teaching  of  agri- 
culture is  to  be  the  means  of  starting  the  reorganization.  The  de- 
mand for  the  introduction  of  agriculture  is  in  reality  the  concrete  ex- 
pression of  a desire  to  make  the  schools  mean  something  real  and 
tangible  to  the  pupil,  to  relate  them  to  his  life  and  environment.  The 
effort  to  accomplish  this  has  recurred  strongly  at  different  epochs  for 
at  least  one  hundred  years.  Recorded  discussions  of  fifty  and  seventy- 
five  years  ago  read  much  like  those  of  to-day.  It  is  probable,  how- 
ever, that  we  have  now  arrived  at  a time  when  the  agitation  will  pro- 
duce concrete  organizational  results.  Education  by  means  of  agri- 
culture is  but  a phase  of  industrial  education. 

The  special  difficulties  or  handicaps  of  the  rural  elementary  schools 
are  such  as  these : Teaching  in  them  is  not  recognized  as  a profession, 
but  is  undertaken  as  a preparation  for  other  teaching  or  as  a means 
of  temporary  employment,  and  the  qualifications  are  low;  teachers’ 
pay  is  small ; tenure  of  teaching  is  short,  so  that  there  is  lack  of  con- 
tinuity of  effort;  one  teacher  must  handle  all  subjects  in  most  cases; 
the  school  year  is  usually  short;  attendance  is  small  and  irregular; 
equipment,  even  in  land,  is  practically  nothing;  the  constituency  is 
conservative  and  often  even  uninterested;  supervision  is  slight,  and 
usually  not  of  a constructive  or  progressive  nature.  The  whole  scale 
of  maintenance  and  organization  is  low. 

In  spite  of  all  these  disadvantages,  however,  the  rural  elementary 
school  has  useful  characteristics  that  must  not  be  overlooked,  and 
that  should  not  be  lost.  Some  persons  look  for  the  practical  abolition 
of  this  type  of  school,  usually  planning  for  it  an  evolution  inlo  a 
system  of  consolidated  centers  after  the  manner  of  city-school  con- 
solidation. It  is  a question,  however,  whether  we  are  not  likely  to 
place  relatively  too  much  emphasis  on  the  establishing  of  new  institu- 
tions, whereas  the  greatest  effectiveness  and  even  the  quickest  results 
may  probably  be  attained  by  utilizing  agencies  already  in  existence. 
It  is  easy,  for  example,  to  ridicule  the  country  school,  and  then  to 
plead  for  new  isolated  schools  in  which  to  teach  agriculture;  but  in 
so  doing  we  may  forget  that  isolated  special  schools  can  not  serve  all 
the  people,  and  that  they  also  tend  to  isolate  the  subject.  The  present 
rural  schools,  with  all  their  shortcomings,  are  good  schools  because 


THE  NATURE  OF  THE  PROBLEM. 


11 


(1)  they  are  already  in  existence;  (2)  they  are  the  schools  of  all  the 
people;  (3)  they  are  small,  and  thereby  likely  to  be  native  and  simple; 
(4)  they  are  many,  and  therefore  close  to  the  actual  conditions  of  the 
people.  We  should  utilize  them  to  the  fullest  by  improving  and  re- 
directing them;  and  in  the  end  these  schools,  when  redirected,  will 
present  the  fundamental  solution  of  the  problem  of  rural  education. 
In  the  discussion  of  this  question,  we  must  not  make  the  mistake  of 
thinking  of  the  welfare  of  the  school  alone.  The  open  country  needs 
more  local  centers  of  life  and  influence  rather  than  fewer.  It  is  a 
debatable  question  whether  the  best  social  life  is  to  be  secured  by  any 
general  consolidation  of  schools  that  will  make  large  and  far-apart 
units. 

The  arguments  in  favor  of  consolidation  are  many  and  important. 
By  consolidation,  stronger  teaching  units  are  secured;  more  money 
is  available  for  the  employing  of  teachers  and  the  providing  of  equip- 
ment; special  subjects  can  be  given  adequate  attention.  The  objec- 
tions are  many,  but  most  of  those  commonly  urged  are  trivial  and 
temporary.  The  greatest  difficulty  in  bringing  about  the  consolida- 
tion of  schools  is  a deep-seated  prejudice  against  giving  up  the  old 
schools.  This  prejudice  is  usually  not  expressed  in  words.  Often 
it  is  really  unconscious  to  the  person  himself.  Yet  right  here  may 
lie  a fundamental  and  valid  reason  against  the  uniform  consolidation 
of  rural  schools — a feeling  that  when  the  school  leaves  the  locality 
something  vital  has  gone  out  of  the  neighborhood.  Local  pride  has 
been  offended.  Initiative  has  been  removed  one  step  further  away. 
The  locality  has  lost  something.  It  is  a question,  even,  whether  the 
annual  school  meeting  is  to  be  lightly  surrendered,  whether  it  is  not 
worth  ^keeping  as  an  arena  for  the  clearing  of  local  differences,  and 
as  a possible  nucleus  of  a useful  institution.  By  every  legitimate 
means  we  should  develop  and  fix  local  attachments.  We  have  almost 
come  to  be  a nation  of  wanderers  and  shifters.  We  are  in  danger 
of  losing  some  of  our  affection  for  particular  pieces  of  land.  Farm- 
ing is  a local  business.  It  develops  into  great  effectiveness  only 
when  local  feeling  is  strong.  The  State  also  needs  the  conservatism 
and  steadiness  born  of  this  local  interest. 

Much  of  the  impulse  for  the  consolidation  of  schools,  as  already 
intimated,  is  a reflection  of  the  centralized  city  graded  school ; but  it 
is  by  no  means  certain  that  such  institutions  are  to  be  the  most  im- 
portant or  dominating  schools  of  the  future.  The  small  rural  school, 
with  its  weaknesses,  has  the  tremendous  advantage  of  directness  and 
simplicity.  It  is  doubtful  whether  it  would  be  improved  by  a rigid 
system  of  grading.  It  is  a question,  in  fact,  whether  the  graded 
schools  do  not  still  carry  the  onus  of  proving  themselves.  Unques- 
tionably consolidation  of  rural  schools  is  often  advantageous,  and 
is  to  be  advised  whenever  it  seems  to  be  necessary  for  pedagogical 


12 


TRAINING  FOR  TEACHERS  OF  AGRICULTURE. 


reasons.  In  some  regions  it  may  be  a necessity.  It  is  often  urged 
for  financial  reasons;  but  this  in  the  long  run  is  not  reason  enough. 
We  maintain  our  canals  and  Government  work  at  public  expense. 
The  State  must  cooperate  in  the  maintenance  of  its  detached  schools, 
by  direct  appropriations,  if  necessary,  to  their  localities,  always  on 
the  condition,  however,  that  all  effective  control  does  not  pass  out  of 
the  community.  Consolidation  of  schools  is  much  more  than  a school 
question.  It  touches  the  very  quick  of  local  pride  and  progress. 

There  is  every  reason  to  expect  that  consolidation  of  rural  schools 
will  proceed,  and  with  benefit.  The  point  is  that  it  should  come 
naturally  and  that  it  should  not  necessarily  be  expected  to  operate 
advantageously  everywhere.  It  should  come  as  a result  of  conditions, 
and  should  not  be  forced  independently  of  conditions.  It  will  un- 
doubtedly be  found  that  some  districts  will  be  better  off  without  con- 
solidated schools.  There  is  no  reason  in  the  nature  of  education  why 
both  separate  and  consolidated  schools  may  not  each  render  service 
that  the  other  can  not  render.  It  will  be  unfortunate  if  the  question 
of  consolidation  of  schools  falls  into  the  hands  of  advocates  or  parti- 
sans. The  social  welfare  of  the  community,  as  well  as  the  school 
work,  must  be  considered  in  every  case. 

The  rural  elementary  school  will  be  redirected  by  making  it  a nat- 
ural expression  of  the  community  of  which  it  is  or  ought  to  be  a 
part.  Education  should  develop  out  of  daily  experience.  It  is  not 
necessary  to  have  an  entirely  new  curriculum  in  order  to  redirect 
the  rural  school.  If  geography  is  taught,  let  it  be  taught  in  terms 
of  the  environment.  Geography  deals  with  the  surface  of  the  earth. 
It  may  well  concern  itself  at  first  with  the  school  grounds,  the  high- 
ways, the  fields  and  what  grows  in  them,  the  forests,  hills,  and 
streams,  the  hamlet,  the  people  and  their  affairs.  As  the  pupil  grows, 
he  is  introduced  to  the  world  activities.  Similar  remarks  may  be 
made  for  arithmetic,  reading,  and  all  the  other  customary  work  of 
the  school.  This  is  much  more  than  what  is  now  meant  by  “ correla- 
tion.” The  problem  of  the  rural  school  is  not  so  much  one  of  sub- 
jects as  of  methods  of  teaching.  The  best  part  of  any  school  is  its 
spirit  ; a school  can  be  conceived  in  which  no  agriculture  is  taught 
separately,  which  may  still  present  the  subject  vitally  from  day  to 
day  by  means  of  the  customary  studies  and  exercises.  The  agri- 
cultural colleges,  for  example,  have  all  along  made  the  mistake  of 
trying  to  make  farmers  of  their  students  by  compelling  them  to  take 
certain  “ practical  ” courses,  forgetting  that  the  spirit  and  method  of 
the  institution  are  what  make  the  work  vital  and  what  send  the 
youth  back  to  the  land.  The  whole  enterprise  of  elementary  school- 
ing needs  to  be  developed  natively  and  from  a new  point  of  view ; 
for  in  an  agricultural  country  agriculture  should  be  as  much  a part 
of  the  school  as  oxygen  is  a part  of  the  air.  We  should  not  isolate 


THE  NATURE  OF  THE  PROBLEM. 


13 


agriculture  from  the  environment  of  life  in  order  to  teach  it;  we 
should  teach  the  entire  environment. 

If  the  foregoing  points  are  well  taken,  we  then  see  that  the  prob- 
lem of  training  teachers  to  teach  agriculture  in  elementary  schools  is 
much  more  than  providing  them  with  an  equipment  of  agricultural 
subject-matter.  Here  and  there  the  special  teacher  of  agriculture 
will  be  needed  in  elementary  work,  as  in  certain  consolidated  rural 
schools,  and  in  well-graded  city  or  village  schools.  Now  and  then 
teachers  will  be  needed  to  supervise  the  work  in  agriculture  in  sev- 
eral related  schools;  but  experience  will  probably  demonstrate  that 
in  most  cases  this  will  be  only  a temporary  means  of  handling  the 
subject,  in  order  to  organize  it  and  to  start  it. 

It  is  not  alone  a new  kind  of  teacher  that  the  rural  elementary 
school  needs,  and  no  rural  school  constituency  should  be  allowed  to 
feel  that  emphasis  should  be  put  on  teachers  alone.  In  fact,  the 
kind  of  teacher  is  usually  an  expression  and  result  of  the  type  of 
effort  that  exists  in  the  district.  The  school  is  worth  no  more  than 
the  district  pays  for  it.  The  same  is  true  of  a horse  or  a plow  or  a 
farm.  The  rural  school  premises  are  often  unattractive  or  even 
repulsive.  No  work  with  spirit  in  it  is  likely  to  be  accomplished 
under  such  conditions.  Moreover,  there  is  no  equipment  in  most  of 
these  schools;  and  teaching  can  not,  any  more  than  farming,  be  well 
accomplished  without  facilities  and  appliances. 

The  school  building  is  first  to  be  considered.  From  Maine  to  Min- 
nesota one  will  see  in  the  open  country  practically  one  kind  of  school- 
house,  and  this  the  kind  in  which  our  fathers  went  to  school.  There 
is  nothing  about  it  to  suggest  the  activities  of  the  community  or  to 
attract  children.  Standing  in  an  agricultural  country,  it  is  scant  of 
land  and  bare  of  trees.  If  a room  or  wing  were  added  to  every  rural 
schoolhouse  to  which  children  could  take  their  collections  or  in  which 
they  could  do  work  with  their  hands,  it  would  start  a revolution  in 
the  ideals  of  country-school  teaching,  even  with  our  present  school- 
teachers. Such  a room  would  challenge  every  person  in  the  commu- 
nity. They  would  want  to  know  what  relation  hand  training  and 
nature  study  and  similar  activities  bear  to  teaching.  Such  a room 
would  ask  a hundred  questions  every  day.  The  teacher  could  not 
refuse  to  try  to  answer  them.  A room  of  this  kind,  containing  per- 
haps a plow  and  a few  agricultural  implements,  would  itself  con- 
stitute one  of  the  means  of  training  teachers. 

Eventually,  the  entire  school  will  partake  of  the  informal  character 
that  is  suggested  by  the  single  workroom.  The  pupil  will  be  allowed 
to  express  himself;  and  it  will  be  the  part  of  the  teacher  to  direct 
and  shape  this  expression  to  the  best  educational  ends.  Unless  the 
elementary-school  teacher  has  some  such  outlook  as  this,  his  teaching 
of  agriculture  is  likely  to  impose  another  task  on  the  child. 


14 


TRAINING  FOR  TEACHERS  OF  AGRICULTURE. 


We  may  next  consider  the  equipment  of  land.  A good  part  of  all 
our  laboratories  should  be  out  of  doors.  In  the  argument  for  sepa- 
rated rural  schools,  one  is  struck  with  the  plea  that  good  laboratories 
may  be  secured.  A good  part  of  this  argument  comes  from  college 
men.  It  does  not  at  all  follow  that  our  four-wall  laboratory  methods 
are  as  useful  for  the  elementary  schools  as  for  colleges  and  high 
schools.  In  fact,  it  is  a question  whether  much  of  our  college  labora- 
tory work  is  really  worth  the  while  as  compared  with  good  natural 
field  work  under  the  conditions  that  are  everywhere  at  hand.  The 
school  land  may  be  used  for  plantations  of  trees  and  shrubs,  for 
school  gardens,  for  experimental  plats,  and  utilized  as  an  arena  of 
the  natural  wild  life  of  the  neighborhood.  Equipment  of  land 
should  go  far  toward  developing  a really  effective  nature  teaching, 
redirecting  some  of  our  present  laboratory  methods.  Laboratory 
teaching  may  be  pedagogically  just  as  incorrect  as  book  teaching.  If 
the  school  is  fairly  well  equipped  outside  and  inside,  a good  part  of 
the  difficulty  of  securing  teachers  will  subside;  for  the  good  places 
naturally  attract  the  good  teachers. 

It  is  well  to  consider  briefly  what  may  be  taught  in  the  elementary 
school,  whether  a town  school  or  a country  ungraded  school.  In 
some  cases  separate  classes  in  agriculture  may  be  organized,  but  in 
most  cases  the  work  for  the  present  must  be  incidental  to  other  teach- 
ing. In  any  event,  the  content  of  the  agricultural  work  must  be 
carefully  considered,  for  this  will  have  direct  relation  to  the  training 
of  the  teacher.  The  main  effort  of  primary  and  elementary  teaching, 
so  far  as  the  agricultural  phase  is  concerned,  should  be  to  put  the 
pupil  in  touch  with  himself  and  his  environment.  Before  the  sixth 
grade,  or  its  equivalent,  there  should  probably  be  no  agriculture  as 
such.  Generalized  nature  study  should  here  control  the  work.  This 
will  underlie  and  prepare  for  all  future  work.  It  will  be  a mistake 
to  try  to  force  formal  technical  agricultural  work  in  any  grade  below 
the  high  school. 

Every  teacher  should  understand  that  the  term  “ nature  study  ” 
is  a misnomer.  It  does  not  stand  for  a “ study.”  It  is  not  a subject. 
It  is  not  a “ method,”  as  this  term  is  understood  by  teachers.  It  is 
an  attitude,  a purpose,  a point  of  view,  a mode  of  education.  It  is 
spirit.  It  is  a fundamental  educational  intention,  inasmuch  as  nature 
is  the  condition  of  our  existence  and  as  it  is  our  duty  to  live  in  effect- 
ive harmony  with  our  conditions.  Its  underlying  principle  is  one — 
to  teach  the  things  that  are  near  at  hand  and  that  are  naturally  a part 
of  the  child’s  environment  and  activities,  and  to  teach  these  things 
for  the  sake  of  the  child,  rather  than  to  promulgate  a subject.  It 
will  be  seen,  therefore,  that  no  good  subsequent  teaching  of  agricul- 
ture is  possible  without  the  nature-study  training. 


THE  NATURE  OF  THE  PROBLEM. 


15 


The  nature-study  process  and  point  of  view  should  be  a part  of 
the  work  of  all  schools,  because  schools  train  persons  to  live.  Particu- 
larly should  it  be  a part  of  rural  schools,  because  the  nature  environ- 
ment is  the  controlling  condition  for  all  persons  who  live  on  the 
land.  There  is  no  effective  living  in  the  open  country  unless  the 
mind  is  sensitive  to  the  objects  and  phenomena  of  the  open  country ; 
and  no  thoroughly  good  farming  is  possible  without  this  same  knowl- 
edge and  outlook.  Good  farmers  are  good  naturalists.  It  would  be 
incorrect  to  begin  first  with  the  specific  agricultural  phases  of  the 
environment,  for  the  agricultural  phase  (as  any  other  special  phase) 
needs  a foundation  and  a base ; it  is  only  one  part  of  a point  of  view. 
Moreover,  to  begin  with  a discussion  of  the  so-called  “ useful  ” or 
“ practical  ” objects,  as  many  advise,  would  be  to  teach  falsely,  for, 
as  these  objects  are  only  part  of  the  environment,  to  single  them  out 
and  neglect  the  other  subjects  would  result  in  a partial  and  untrue 
outlook  to  nature;  in  fact,  it  is  just  this  partial  and  prejudiced  out- 
look that  wTe  need  to  correct. 

We  must  have  it  in  mind  that  the  common  elementary  schools 
do  not  teach  trades  and  professions.  We  do  not  approach  the  sub- 
ject primarily  from  an  occupational  point  of  view,  but  from  the 
educational  and  spiritual ; that  is,  the  man  should  know  his  work  and 
his  environment.  The  mere  giving  of  information  about  agricultural 
objects  and  practices  can  have  very  little  good  result  with  children. 
The  spirit  is  worth  more  than  the  letter.  Some  of  the  hard  and  dry 
tracts  on  farming  would  only  add  one  more  task  to  the  teacher  and 
the  pupil  if  they  were  introduced  into  the  school,  making  the  new 
subject  in  time  as  distasteful  as  physiology  and  grammar  often  are. 
In  this  new  agricultural  work  we  need  to  be  exceedingly  careful  that 
we  do  not  go  too  far,  and  that  we  do  not  lose  our  sense  of  relation- 
ships and  values.  Introducing  the  word  agriculture  into  the  scheme 
of  studies  means  very  little;  what  is  taught,  and  particularly  how 
it  is  taught,  are  of  the  greatest  moment.  It  is  to  be  hoped  that  no  - 
country-life  teaching  will  be  so  narrow  as  to  put  only  technical  farm 
subjects  before  the  pupil. 

We  need  also  to  be  careful  not  to  introduce  subjects  merely  because 
practical  grown-up  farmers  think  that  the  subjects  are  useful  and 
therefore  should  be  taught.  Farming  is  one  thing  and  teaching  is 
another.  What  appeals  to  the  man  may  not  appeal  to  the  child. 
What  is  most  useful  to  the  man  may  or  may  not  be  most  useful  in 
training  the  mind  of  a pupil  in  school.  The  teacher,  as  well  as  the 
farmer,  must  always  be  consulted  in  respect  both  to  the  content  and 
the  method  of  agricultural  teaching.  We  must  always  be  alert 
to  see  that  the  work  has  living  interest  to  the  pupil  rather  than  to 
grown  ups,  and  to  be  on  guard  that  it  does  not  become  lifeless. 


16  TRAINING  FOR  TEACHERS  OF  AGRICULTURE. 

Probably  the  greatest  mistake  that  any  teacher  makes  is  in  supposing 
that  what  is  interesting  to  him  is  therefore  interesting  to  his  pupils. 

In  a rural  community  all  the  surroundings  and  customary  activities 
should  find  expression  in  the  school,  as  a means  of  putting  the  pupil 
into  touch  and  sympathy  with  his  environment:  (1)  The  natural 
objects  in  the  region  arid  the  character  of  the  country;  (2)  the  means 
by  which  people  in  the  community  live;  (3)  the  household,  or 
domestic  affairs;  (4)  civic  affairs,  or  the  way  in  which  human  activi- 
ties are  organized  and  governed.  All  this  is  nature  study  in  its  best 
and  broadest'  sense.  These  subjects  may  be  taught  in  separate  periods 
or  classes;  but  the  fundamental  means  is  a complete  redirection  of 
the  school  activities  so  that  vital  and  experience  work  will  be  a very 
part  of  the  school  life  and  dominate  it.  This  redirecting  of  school- 
teaching, in  both  country  and  city,  is  taking  place  at  the  present  time, 
although  silently  and  unobtrusively. 

As  the  child  matures,  nature-study  work  may  become  more  con- 
crete. In  grades  6 to  8,  it  may  be  nature-study  agriculture,  perhaps 
following  the  suggested  outline  of  the  Report  of  the  Committee  on 
Industrial  Education  in  Schools  for  Rural  Communities  to  the  Na- 
tional Council  of  Education,  July,  1905  (pp.  44-45)  : 

After  the  explicit  nature  study  ceases  with  the  fifth  grade,  the  pupil  in  the 
rural  school  may  then  be  taken  through  the  elements  of  agriculture  in  the  sixth, 
seventh,  and  eighth  grades.  The  work  in  these  three  grades  should  really  be 
nature  study,  but  agricultural  subjects  are  the  means.  Some  will  prefer  to 
call  it  nature  study  rather  than  agriculture.  Its  purpose  is  not  so  much  to 
teach  definite  science  as  to  bring  the  pupil  into  relation  with  the  objects  and 
affairs  that  are  concerned  with  the  agriculture  of  his  region.  When  the  pupil 
has  completed  his  nature  study  in  the  fifth  grade,  he  should  have  a good  knowl- 
edge of  the  physiography  of  his  region,  and  of  the  common  animals  and  plants. 
He  will  then  be  able  to  carry  his  inquiries  into  the  more  specific  field  of  the 
agricultural  practice  and  operations.  When  he  has  completed  his  eighth  year, 
he  should  have  a well-developed  sympathy  with  agricultural  affairs  and  he 
should  have  a broad,  general  view  of  them.  Entering  the  high  school,  he  will 
then  be  able  to  take  up  some  of  the  subjects  in  their  distinctly  scientific  phases. 

The  general  plan  recommended  by  the  committee  is  as  follows: 
Sixth  year,  first  half,  the  affairs  of  agriculture ; second  half,  the  soil ; 
seventh  year,  farming  schemes  and  crops ; eighth  year,  animals. 

If  the  agricultural  work  in  the  grammar  grades  is  to  be  of  the  nature-stu<jy 
kind  and  not  of  the  science  kind,  it  can  then  cover  a somewhat  wide  range. 
In  these  grades,  the  pupil  should  not  be  put  into  “ agronomy,”  “ economics,” 
and  other  technical  subjects,  but  he  should  be  brought  into  relation  with  his 
agricultural  environment. 

A statement  is  now  given  of  what  is  actually  accomplished  in  a 
one-teacher  district  school  in  New  York,  where  special  classes  can 
not  be  organized.  The  teacher  has  been  successful  in  interesting  his 
pupils  in  various  experiments  and  tests  that  have  relation  to  farm- 
ing. He  gives  all  the  pupils  nature-study  work,  including  the 
younger  ones.  Suggestions  are  had  from  books,  from  the  State  syl- 


THE  NATURE  OF  THE  PROBLEM. 


17 


la  bus,  and  perhaps  quite  as  frequently  from  something  that  happens 
for  the  time  to  be  interesting  the  school  or  the  community.  He  is 
introducing  practical  local  problems  into  the  arithmetic  work.  He 
suggests  that  if  ten  or  twenty-five  schools  could  work  together  in 
harmony  in  arithmetic,  geography,  and  other  subjects,  thereby  mak- 
ing it  worth  while  for  examination  questions  to  be  asked  on  these 
new  lines  of  work,  the  results  would  be  very  marked.  Some  of  the 
problems  that  have  been  more  or  less  used  areas  follows  (as  expressed 
by  the  teacher  himself,  Mr.  H.  H.  Lyon)  : 

Air: 

Test  for  moisture. 

Test  for  carbonic  acid  gas.  (Limewater,  etc.) 

Tests  for  ammonia.  (In  schoolroom  and  in  cow  stables.) 

Seeds: 

Germination.  (Find  per  cent,  etc.) 

Manner  of  growth.  (Monocotyledons,  dicotyledons.) 

Plants: 

Water  taken  from  soil.  (Use  scales.) 

Transpiration.  (Collect  H20.) 

Examination  of  nodules  on  leguminous  plants. 

Effect  of  nodules  on  luxuriance  of  growth. 

Soils: 

Search  for  water-table — different  places  and  times. 

Test  with  litmus  paper. 

Effect  of  lime  or  ashes  on  clay  soil. 

Effect  of  lime  on  clear  and  on  muddy  water. 

Correct  acidity  with  lime  or  ashes.  (Result  observed  in  growth  of  clover.) 
Capillarity  under  different  .conditions. 

Milk: 

Babcock  test. 

Drill  in  making  measurements,  reading  bottles,  computations. 

Test  acid  with  acidometer. 

Acid  test. 

Correct  measurements,  computations  of  acid. 

Milk  at  different  ages. 

Under  different  conditions  of  cleanliness  and  temperature. 

Bottle  and  cork  tight ; keep  warm ; observe  odor ; use  different  samples  to 
compare. 

Water: 

Test  for  organic  matter. 

Bottle  with  a little  sugar ; keep  warm ; observe  color,  etc. 

Use  potassium  permanganate. 

Osmosis: 

Using  egg. 

Using  bladder. 

Fungicides: 

Formaldehyde  for  oats  smut. 

Hot  water  for  oats  smut. 

Bordeaux  for  potato  blight.  (Use  ferrocyanide  test.) 

Computations  in  each  case. 

31388— Bull.  1—08 2 


18 


TRAINING  FOR  TEACHERS  OF  AGRICULTURE. 


Chemical  action: 

Caustic  soda  solution  plus  muriatic  acid. 

Evaporate;  find  the  salt. 

(Can  teach  chemical  formula  of  this  even  at  10  or  12  years.) 
Commercial  fertilizers: 

Handling  and  mixing — Nitrate  of  soda,  muriate  of  potash,  and  dissolved 
rock.  (Computations.) 

Cows : 

Dairy  type.  (Examine  form,  milk  veins,  hide,  etc.) 

Beef  type. 

Weather  map: 

Receive  daily  maps  and  determine  location  of  storm  center. 

Physical  experiments  of  various  kinds  taken  from  books  on  physics.  Make 

suction  pump  with  lamp  chimney,  etc. 

Garden: 

A grass  plot  has  been  substituted  for  the  school  garden,  where  farm  grasses, 
fertilizers,  and  seeding  may  be  studied. 

It  will  be  seen  from  a careful  consideration  of  the  foregoing  dis- 
cussions that  much  very  good  agricultural  work  can  be  introduced 
into  the  ordinary  elementary  school  that  is  teaching  the  usual  State 
syllabus.  It  can  be  taught  as  a part  of  geography  and  arithmetic 
and  manual  training  and  reading,  as  well  as  in  the  regular  nature- 
study  intervals;  and  it  is  not  difficult  to  send  a pupil  home  with  a 
desire  to  attack  some  of  the  problems  at  the  house,  on  the  farm,  and 
in  the  garden.  The  Report  of  the  Committee  on  Industrial  Educa- 
tion in  Schools  for  Rural  Communities  denies  the  charge  that  the 
poor  teaching  in  the  common  branches  is  attributable  to  lack  of  time, 
for  the  poor  results  are  “ not  due  to  lack  of  time  on  the  part  of  pupils 
so  much  as  to  poor  teaching  and  lack  of  proper  organization ; ” and 
also  asserts  that  the  poor  results  attributed  to  the  overcrowding  of 
the  course  of  study  are  “ not  due  to  the  number  of  subjects,  but  to  the 
attempt  to  teach  too  many  things  in  these  subjects  which  are  not 
worth  teaching.” 

(2).— HIGH  SCHOOLS. 

The  question  of  the  teaching  of  agriculture  in  the  high  school  is 
much  simpler  than  the  problem  in  the  elementary  school.  The  pupil 
now  arrives  at  an  age  when  he  may  begin  in  some  slight  degree  to 
choose  and  to  specialize.  The  school  is  organized  and  supervised. 
Teachers  are  provided  for  special  subjects.  Apparatus  is  more  likely 
to  be  supplied. 

On  the  other  hand,  the  high  school  is  more  rigid  and  crystallized. 
It  is  usually  in  town  and  has  no  immediate  contact  with  land.  It  is 
further  removed  from  direct  agricultural  influence. 

The  content  of  agricultural  work  in  the  high  school  is  not  yet  de- 
termined with  any  definiteness,  although  very  explicit  courses  of 
study  have  been  recommended  and  even  adopted.  It  will  require 


THE  NATITRE  OF  THE  PROBLEM. 


19 


some  years  to  work  the  enterprise  out  satisfactorily.  Yet  the  teacher 
who  is  preparing  for  high-school  work  in  agriculture  has  a fairly 
definite  and  limited  field,  and  can  prepare  himself  concretely.  The 
field  is  essentially  a natural-science  field.  The  high-school  teacher  of 
agriculture  should  be  as  well  grounded  in  the  science  and  practice 
of  his  subject  as  the  teacher  of  physics  or  chemistry  or  botany  is  in 
his  field.  He  should,  in  fact,  have  a deeper  and  broader  training, 
since  he  must  use  physics,  chemistry,  botany,  and  the  like,  in  his 
special  agricultural  work.  For  many  years  to  come  the  natural- 
science  teacher  will  probably  be  obliged  to  handle  the  agricultural 
work  in  many  high  schools  that  introduce  the  subject. 

The  teaching  of  physics,  chemistry,  and  the  other  natural  sciences 
would  probably  better  be  separate  from  the  teaching  of  agriculture, 
as  schools  are  now  organized,  and  constitute  a science  foundation  for 
the  agriculture.  The  alternative  is  stated  as  follows  by  the  Committee 
on  Industrial  Education  in  Schools  for  Rural  Communities  (p.  45)  : 

If  the  high  school  has  no  adequate  course  in  biology,  then  the  student  can  be 
given  a good  drill  in  botany  and  zoology  with  particular  reference  to  its  agri- 
cultural relation,  and  this  might  be  called  “ agriculture ; ” but  it  would  be 
better  if  the  student  could  have  his  fundamental  training  in  biology  in  the  first 
year  of  his  high  school  and  let  him  take  his  agricultural  science  thereafter. 
The  agricultural  work  in  the  high  school  should  have  a distinctly  scientific 
value.  It  should  be  such  as  would  count  toward  science  entrance  requirements 
in  case  the  student  should  desire  to  enter  an  agricultural  college. 

The  point  is  that  the  natural  sciences  are  essential;  whether  they 
shall  be  taught  as  a part  of  the  agriculture  or  developed  in  the  school 
preceding  the  agriculture,  is  at  present  a local  or  special  question. 
We  may  hope  that  eventually  the  teaching  of  the  natural  sciences  may 
be  so  vital  and  applicable  that  these  sciences  may  constitute  a part  of 
a real  course  in  agriculture. 

One  of  the  most  hopeful  recent  movements  for  secondary  agricul- 
ture teaching  is  the  introduction  of  unit  courses  in  biology,  whereby 
an  effort  is  to  be  made  to  give  the  high  school  pupil  a real  conception 
of  the  processes  of  life,  rather  than  a fragmentary  view  of  parts  of 
the  subject  here  and  there.  Everything  will  depend  on  whether  this 
teaching  can  escape  from  the  text-book  drudgery  and  the  old  four- 
wall  laboratory  method.  Agricultural  subjects  are  alive  and  they 
are  out  of  doors ; it  is  for  this  reason  that  many  persons  are  looking 
to  the  introduction  of  these  subjects  to  be  a quickening  agency  in  the 
schools. 

Having  had  biology  and  some  of  the  elements  of  physics  and  chem- 
istry, the  pupil  then  comes  to  his  agriculture ; and  the  teacher  wTants 
to  know  what  this  agriculture  is  to  be.  No  one  is  prepared  yet  to  say 
just  what  it  shall  be.  Some  of  the  schemes  that  have  been  prepared 
are  so  extended  and  so  minutely  divided  that  no  teacher  can  hope  to 


20 


TRAINING  FOR  TEACHERS  OF  AGRICULTURE. 


cover  them  except  by  the  text-book  and  recitation  method.  They 
seem  to  be  conceived  on  the  type  of  the  present  formal  text  and  labo- 
ratory work  in  natural  science.  It  has  been  the  habit  to  say  that  the 
nature-study  point  of  view  is  advantageous  chiefly  in  the  elementary 
schools,  but  it  is  equally  needed  in  the  high  schools  and  even  in  the 
colleges. 

Whether  taught  formally  or  informally,  the  work  that  the  teacher 
must  be  prepared  on  embraces  the^  actual  problems  of  agriculture : 
The  structure  and  composition  of  soils  and  their  reactions  to  natural 
agencies,  the  operations  of  tillage,  the  reasons  and  practices  underly- 
ing the  growth  and  the  improvement  of  plants,  the  raising  and  hand- 
ling of  crops,  the  rearing  and  improvement  of  animals,  the  care  and 
feeding  of  animals,  the  marketing  of  crop  and  animal  products,  the 
diseases,  pests,  and  handicaps  of  crop  growing  and  stock  growing, 
the  use  of  farm  machinery,  the  making  and  keeping  of  the  home,  the 
economic  and  social  phases  of  the  farmer’s  business  and  life. 

Within  this  range  is  more  subject-matter  than  any  school  can  cover; 
but  the  teacher  must  know  the  field  in  its  educational  applications, 
and  be  able  to  segregate  from  it  such  parts  as  will  make  a useful 
course  for  any  given  place  or  given  length  of  time.  Two  modes  are 
open  to  the  teacher  in  organizing  such  work:  (1)  To  work  on  prob- 
lems, choosing  those  that  are  applicable  in  the  community,  as  the 
growing  of  corn  or  cotton,  the  making  of  butter,  the  raising  of  hay, 
the  growing  of  fruit;  or  (2)  to  endeavor  to  develop  in  the  pupil  a 
comprehensive  view  of  the  practice  of  agriculture  in  general,  in  much 
the  same  way  as  one  endeavors  to  develop  the  body  of  a science.  In 
either  case  the  teacher  will  require  the  same  fundamental  training  in 
the  real  facts  and  in  educational  processes. 

The  teacher  in  the  high  school,  as  in  the  elementary  school,  must 
nowadays  be  equipped  in  school  gardening.  A laboratory  of  living 
things  is  a necessary  part  of  the  best  work  in  nature-study  agricul- 
ture. It  is  customary  to  call  this  laboratory  a school  garden.  We 
need  to  distinguish  three  types  of  school  garden : (1)  The  ornamented 
or  planted  grounds;  this  should  be  a part  of  every  school  enterprise, 
for  the  premises  should  be  attractive  to  pupils  and  they  should  stand 
as  an  example  in  the  community.  (2)  The  formal  plat  garden,  in 
which  a variety  of  plants  is  grown  and  the  pupils  are  taught  the 
usual  handicraft;  this  is  the  prevailing  kind  of  school  gardening. 
(3)  The  problem  garden,  in  which  certain  specific  questions  are  to 
be  studied,  in  much  the  spirit  that,  problems  are  studied  in  the  indoor 
laboratories;  these  are  little  known  at  present,  but  their  number  will 
increase  as  school  work  develops  in  efficiency;  in  rural  districts,  for 
example,  such  direct  problems  as  the  rust  of  beans,  the  blight  of 
potatoes,  the  testing  of  varieties  of  oats,  the  study  of  species  of 
grasses,  the  observation  of  effect  of  fertilizers,  may  well  be  under- 


THE  NATURE  OF  THE  PROBLEM. 


21 


taken  when  conditions  are  favorable,  and  it  will  matter  very  little 
whether  the  area  has  the  ordinary  “ garden  ” appearance.  In  time 
ample  grounds  will  be  as  much  a part  of  a school  as  the  buildings 
or  seats  now  are.  Some  of  the  school-gardening  work  may  be  done 
at  the  homes  of  the  pupils,  and'  in  many  cases  this  is  the  only  kind 
that  is  now  possible ; but  the  farther  removed  the  laboratory,  the  less 
direct  the  teaching. 

( 3 ) .—SPECIAL  SCHOOLS. 

There  are  two  current  theories  as  to  the  best  means  of  developing 
popular  agriculture  education:  (1)  By  adding  it  in  existing  public 
schools  or  evolving  it  out  of  their  present  work;  (2)  by  establishing 
special  schools  in  which  industrial,  domestic,  and  agricultural  sub- 
jects shall  predominate.  The  latter  means  is  now  gaining  rapid  cur- 
rency. It  assumes  several  forms,  namely,  a county  school  system,  as 
in  Wisconsin;  a Congressional  district  system,  as  typically  repre- 
sented in  Alabama  and  Georgia;  an  adjunct  to  existing  colleges  or 
universities,  as  is  now  beginning  in  New  York;  a development  of 
such  schools  in  special  localities  here  and  there.  The  county  or  cen- 
tralized high  school  in  new  regions  that  are  dominated  by  agricul- 
tural interests  becomes  strongly  industrial  and  agricultural,  and  the 
same  will  probably  be  true  of  new  consolidated  schools.  In  Minne- 
sota an  agricultural  high  school  has  been  established  in  connection 
with  the  State  University.  All  these  schools  are  supported  by  public 
funds.  Aside  from  these  classes,  there  are  various  kinds  of  agricul- 
tural schools  on  private  and  denominational  foundations. 

These  various  kinds  of  schools  do  not  belong  to  one  educational 
class,  but  they  are  thrown  together  here  because  they  are  not  a part  of 
the  regular  public  school  system.  So  far  as  the  preparing  teacher  is 
concerned,  however,  they  are  homogeneous  in  the  sense  of  requir- 
ing a special  training  for  special  work,  rather  than  a generalized 
training.  In  the  higher  and  more  specialized  examples  the  work  is 
carefully  differentiated,  so  that  some  one  phase  of  agriculture  is 
given  exclusively  to  one  teacher. 

There  is  every  prospect  that  these  special  agricultural  schools  will 
increase  in  number  in  the  next  ten  years,  and  they  open  the  most 
attractive  present  field  for  those  who  would  teach  agriculture  of  a 
secondary  public  school  grade.  In  fact,  it  is  chiefly  the  demand 
created  by  these  special  isolated  schools  that  has  demonstrated  the 
great  lack  of  teachers  for  good  agricultural  work. 

It  may  be  well  to  raise  the  question  with  the  prospective  teacher, 
however,  whether  these  disconnected  schools  are  always  to  hold  un- 
disputed leadership,  for  thereby  we  shall  be  able  to  emphasize  a very 
important  pedagogical  principle — the  principle  that  agriculture  edu- 


22 


TRAINING  FOR  TEACHERS  OF  AGRICULTURE. 


cation  should  not  of  right  be  separated  from  all  other  educational 
effort.  Education  by  means  of  agriculture  is  but  a phase  of  educa- 
tion in  general.  The  great  effect  of  these  special  schools  will  be 
their  influence  in  breaking  down  old  prejudices,  in  setting  new  and 
independent  standards  of  education,  in  arousing  enthusiasm,  in  de- 
veloping ways  and  methods  of  teaching  the  common  affairs  of  life. 
They  will  react  powerfully  on  the  general  public  school  system  if 
their  work  is  not  too  much  insulated  by  mere  technical  teaching,  per- 
haps contributing  the  most  productive  single  influence  in  the  much 
needed  reform  and  reorganization  of  all  the  schools  that  represent 
rural  communities.  There  is  danger  that  in  the  isolation  of  these 
institutions  we  may  also  isolate  the  educational  programme,  and  it  is 
the  duty  of  the  teacher  to  see  that  this  does  not  occur.  The  final  solu- 
tion is  not  the  organization  of  special  detached  schools,  but  the  re- 
directing of  the  existing  public  schools  in  such  a way  that  they  shall 
teach  the  members  of  their  communities  how  to  live. 


PART  II.— THE  MEANS  OF  TRAINING  THE  TEACHERS. 


Having  now  examined  the  nature  of  the  demand  for  teachers  of 
agriculture  and  the  grades  of  teaching  that  are  required,  we  may 
attack  the  question  of  determining  where  these  teachers  shall  be 
trained.  Where  and  how  a teacher  shall  be  prepared  will  depend,  of 
course,  on  the  phase  or  range  of  agriculture  teaching  in  which  he  is  to 
engage. 

The  degree  of  a teacher’s  preparation  will  be  conditioned  by  the 
pay  he  is  to  receive.  The  general  elementary  schools,  and  most  of 
the  high  schools,  do  not  pay  sufficient  salaries  to  warrant  a teacher  in 
spending  much  time  and  money  in  perfecting  his  equipment  in  both 
agriculture  and  education.  Good  agricultural  college  training  is 
practically  out  of  the  question  for  these  fields  at  present,  because 
graduates  from  such  colleges  of  good  abilities  command  better  sal- 
aries elsewhere. 

The  schools  will  not  command  good  teachers  in  these  new  subjects 
until  they  are  able  to  supply  fairly  good  equipment  in  the  w^ay  of 
land,  material,  and  apparatus.  Very  few  schools  are  yet  ready  for 
good  teachers  of  agriculture,  wholly  aside  from  the  question  of  sal- 
ary. No  really  good  agricultural  work  can  be  accomplished  by  the 
customary  schoolroom  method. 

The  demand  for  teachers  will  arise  here  and  there  in  the  public 
school  system  largely  in  the  desire  to  combine  the  teaching  of  agri- 
culture and  science.  There  is  every  indication  that  this  demand  will 
spread  with  considerable  rapidity.  The  elementary  grades  will  not 
yet  demand  special  teachers  for  these  subjects.  The  special  or  sepa- 
rate agricultural  schools  will  demand  special  teachers,  with  thorough 
preparation.  The  demand  for  nature-study  teachers  is  increasing. 
These  teachers  should  be  able  to  handle  the  agricultural  work  in  the 
grades. 

As  to  the  kind  of  preparation  that  the  teacher  should  have  for 
good  work  in  agriculture,  the  first  requisite  is  a new  point  of  view 
in  education.  The  person  need  not  be  afraid  to  set  sail  on  the  ship 
of  current  educational  theory,  but  he  should  be  ready,  on  occasion, 
to  throw  overboard  all  his  luggage.  He  is  to  land  on  the  home  patch, 
where  he  will  meet  new  problems  that  he  may  want  to  attack  natu- 
rally in  his  own  way,  and  his  progress  should  not  be  impeded.  He 

23 


2 4 


TRAINING  FOR  TEACHERS  OF  AGRICULTURE. 


will  not  need  all  the  things  that  he  has  picked  up  on  his  travels.  He 
is  to  study  the  objects  and  materials  just  about  him  and  as  they 
actually  exist,  and  he  is  to  study  them  himself,  and  then  impart  his 
interest  and  his  enthusiasm  to  his  pupils.  He  will  need  tools  of 
various  kinds,  as  implements,  books,  notebooks,  and  apparatus,  but 
they  are  only  tools. 

Again,  he  must  teach  first-hand  fact,  not  mere  theory  or  mere  text- 
book. The  recitation  is  only  incidental;  perhaps  he  will  not  utilize 
it  in  a good  part  of  the  work.  All  agricultural  subjects  must  be 
taught  by  the  nature-study  mode,  which  is  accurately  to  see  the  real 
object  or  the  real  phenomenon;  to  reason  correctly  from  what  is  seen; 
to  establish  a bond  of  sympathy  with  the  object  or  phenomenon  that 
is  studied.  One  can  not  see  accurately  unless  one  has  the  object 
itself.  If  the  pupil  studies  corn,  he  should  have  corn  in  his  hands, 
and  he  should  make  his  own  observations  and  draw  his  own  conclu- 
sions; if  he  studies  cows,  he  should  make  his  own  observations  on 
cows  and  not  merely  repeat  what  some  one  has  said  about  them.  So 
far  as  possible,  all  nature-study  work  should  be  conducted  in  the 
open,  where  the  objects  are.  If  specimens  are  needed,  let  the  pupils 
collect  them.  See  that  observations  are  made  on  the  crops  in  the 
field  as  well  as  on  the  specimens.  Nature  study  is  primarily  an  out- 
door process;  the  schoolroom  should  be  merely  an  adjunct  to  the  out 
of  doors,  rather  than  the  out  of  doors  an  adjunct  to  the  schoolroom, 
as  it  is  at  present.  It  can  not  be  too  often  repeated  that  the  teacher 
and  the  pupil  must  get  out  of  doors. 

Again,  the  mere  details  of  “ method  ” are  of  very  secondary  im- 
portance. When  the  teacher  knows  a thing  of  his  own  experience 
and  is  consumed  with  enthusiasm  for  it,  he  will  teach  in  spite  of 
himself.  The  teacher  must  be  taught  to  teach  the  significant  things. 
Many  a pupil  is  wearied  of  a subject  by  the  endless  attention  to  mere 
details,  and  to  exceptions,  and  to  overcareful  explanations  of  this 
and  that.  Teach  the  detail  only  when  the  detail  is  relevant.  Do 
not  teach  mere  processes  so  far  in  advance  of  the  need  of  them.  It 
is  the  finest  thing  in  teaching  to  have  a nice  sense  of  proportion. 

Still  again,  the  intending  teacher  of  agriculture  should  not  neglect 
the  home  side  of  farm  life.  What  we  call  “ home  economics  ” is  not 
necessarily  a woman’s  subject  alone.  It  is  central  to  all  effective 
agriculture.  The  country  girl  has  just  as  much  need  of  being  put 
into  touch  with  realities  as  the  country  boy  has,  and  no  teacher  of 
agriculture,  whether  man  or  woman,  should  neglect  or  overlook  the 
home  any  more  than  he  should  neglect  or  overlook  the  barns. 

We  may  now  consider  the  institutions  that  may  train  teachers.  In 
the  effort  to  elucidate  this  perplexing  subject,  correspondence  has  been 
asked  of  all  State  superintendents  of  public  instruction  in  the  United 
States  and  of  all  agricultural  colleges,  and  appeal  lias  been  made  to 


THE  MEANS  OF  TRAINING  THE  TEACHERS. 


25 


many  persons  who  have  given  this  matter  much  thought.  The  corre- 
spondence culminating  in  this  publication  has  covered  several  years, 
although  not  all  undertaken  for  the  particular  purpose  of  this  report. 
The  kindest  and  freest  responses  have  been  given,  for  which  the 
author  now  makes  due  acknowledgment.  This  correspondence  dis- 
closes the  most  diverse  opinions  in  respect  to  the  means  to  be  evolved 
for  the  training  of  persons  to  teach  agriculture.  All  the  respondents 
indicate  a desire  to  see  some  means  developed  whereby  teachers  can  be 
fitted  for  this  work,  evidencing  their  feeling  that  a question  of  great 
public  moment  is  before  us. 

The  subject  may  be  clarified  at  once  by  dividing  the  efforts  to  train 
teachers  for  agriculture  into  two  groups:  (1)  Those  agencies  that  aim 
to  aid  teachers  already  in  the  schools  to  “ get  up  ” agricultural  work ; 
(2)  those  agencies  that  aim  consciously  to  prepare  new  teachers  for 
this  field. 

( 1 ) .—AIDS  TO  TEACHERS. 

With  the  exception  of  the  newly  organized  special  agricultural 
schools,  the  present  work  in  the  teaching  of  agriculture  will  fall 
mostty  to  teachers  who  are  now  engaged  in  the  schools.  They  have 
had  no  regular  school  training  in  the  subject,  as  a rule,  and  they  must 
now  prepare  themselves  as  best  they  can.  They  are  often  forced  to 
pass  an  examination  in  what  is  called  agriculture,  even  though  there 
may  be  no  means  whereby  they  can  compass  the  subject.  For  the 
present  teachers  various  aids  and  short  cuts  are  provided,  and  some 
of  these  agencies  are  also  invoked  to  spread  the  propaganda  of  the 
new  education  among  the  people. 

These  agencies  may  be  ranged  under  seven  heads:  ( a ) Summer 
schools  and  institutes;  (b)  introduction  of  agricultural  work  into 
brief  teachers’  institutes  and  convocations;  ( c ) lectures  before  teach- 
ers, farmers,  and  various  organizations,  emanating  from  an  educa- 
tional center;  ( d ) correspondence,  reading  club,  and  leaflet  work; 
( e ) short  courses  in  agricultural  colleges  and  other  institutions;  (/) 
supervising  or  advisory  teachers  who  inspect  the  nature  study  or  agri- 
culture in  a group  of  schools;  ( g ) work  of  the  United  States  Depart- 
ment of  Agriculture. 

These  diverse  agencies  have  exerted  a powerful  influence  on  public 
sentiment  touching  education  that  shall  prepare  men  and  women  to 
live.  In  fact,  the  present  momentum  of  the  movement  is  very  largely 
due  to  the  extensional  and  propagandic  work  that  these  agencies  rep- 
resent. These  enterprises  can  not  be  expected,  however,  to  give  per- 
sons the  real  initial  foundation  and  point  of  view  that  will  be  needed 
in  the  coming  teaching  of  agriculture ; this  real  preparation  in  any 
teacher  must  come  gradually  as  the  result  of  work  extending  over  a 
sufficient  period  to  develop  the  time  element  in  education.  One  or 


26 


TRAINING  FOR  TEACHERS  OF  AGRICULTURE. 


more  of  these  various  enterprises  is  often  sufficient,  however,  to  put 
a good  and  experienced  teacher  into  real  touch  with  the  problem  and 
to  enable  him  greatly  to  extend  his  usefulness.  For  many  years  to 
come  they  will  be  an  important  means  of  providing  the  agriculture 
teachers  in  elementary  grades.  Even  if  they  should  eventually  cease 
to  be  important  means  of  preparing  teachers,  such  temporary 
agencies — much  improved  and  intensified — will  always  be  needed  to 
reestablish  teachers  in  the  faith  and  to  aid  them  in  keeping  alive  to 
the  progress  of  their  time. 

(a). SUMMER  SCHOOLS. 

The  vacation  school  probably  affords  the  best  means  of  aiding  the 
teacher  who  can  not  take  a year  or  more  for  preparation.  These 
schools  are  of  t'wo  orders:  (1)  those  connected  with  an  institution; 

(2)  those  held  by  State  departments  of  education,  being  in  the  nature 
of  prolonged  and  specialized  institutes.  If  a person  devotes  himself 
to  mathematics,  language,  literature,  or  science  in  a good  summer 
school  of  six  weeks’  duration  connected  with  an  institution,  he  is  able 
to  receive  a year’s  college  credit  for  it;  there  is  no  reason  why  he 
should  not  cover  similar  ground  in  agriculture,  if  the  subject  is  well 
taught.  The  summer  schools  are  becoming  more  and  more  explicit 
and  concrete.  When  they  are  held  at  an  established  institution,  they 
have  the  advantage  of  the  facilities  that  have  been  collected  through 
years  of  effort.  They  are  also  dominated  by  the  teaching  spirit,  as 
most  of  the  students  are  themselves  teachers.  For  agriculture  teach- 
ing these  schools  may  be  very  effective,  because  they  come  at  a season 
when  crops  are  growing.  Many  institutions  now  provide  summer 
schools  or  sessions  in  which  agricultural  and  kindred  subjects  are 
offered.  It  will  not  be  long  before  all  agricultural  colleges  will 
offer  such  work.  This  summer-school  work  in  agriculture  is  coming 
to  be  very  direct  and  practical.  The  University  of  Maine,  for  example, 
offers  a five  weeks’  course  in  which  one  week  is  given  to  soils,  one  to 
plants,  one  to  animals,  one  to  birds  and  insects,  and  one  to  agricul- 
tural economics. 

In  many  of  the  States  the  departments  of  public  instruction  hold 
one  or  more  summer  schools  or  institutes  of  one  to  four  weeks,  called 
also  u summer  normals”  and  “junior  normals,”  for  the  benefit  of 
teachers,  at  which  definite  agricultural  subjects  are  taught.  The 
college  of  agriculture  often  cooperates.  In  Minnesota,  for  example, 
about  thirty-five  summer  training  schools  are  held,  that  are  in  ses- 
sion from  four  to  six  weeks.  These  schools  are  supported  by  legisla- 
tive appropriations.  One  or  more  lecturers  are  employed  at  these 
schools  “ to  arouse  the  interest  of  teachers  in  the  subject  of  agriculture 
and  to  outline  simple  courses  of  work  that  can  be  carried  out  by  rural 


THE  MEANS  OF  TRAINING  THE  TEACHERS. 


27 


teachers.”  Other  States  follow  similar  plans.  One  difficulty  often 
reported  is  that  speakers  do  not  really  give  instruction  in  agri- 
culture, but  expand  on  the  beauties  of  country  life  and  on  the  means 
of  keeping  the  boys  on  the  farm. 

(b). THE  REGULAR  TEACHERS’  INSTITUTES. 

It  is  noticeable  that  even  the  regular  brief  institutes  and  teachers’ 
meetings,  held  throughout  the  year,  now  are  giving  much  attention  to 
agricultural  subjects,  most  often,  perhaps,  in  their  nature-study 
phases.  These  meetings  may  render  the  greatest  help  in  putting 
teachers  in  touch  with  the  most  recent  progress,  new  books,  and  new 
methods,  although  it  should  be  distinctly  understood  that  they  can 
never  of  themselves  give  teachers  sufficient  training  for  any  really 
effective  teaching  of  agriculture.  In  their  agricultural  work,  they 
are  yet  too  prone  to  emphasize  the  extraordinary,  the  semisensational, 
and  the  wonderful,  evidencing  the  fact  that  we  are  now  in  the 
exploitational  stage  of  our  agricultural  education  evolution.  The 
teacher  who  is  not  well  grounded  may  be  led  astray. 

(c). LECTURES. 

One  of  the  most  useful  recent  movements  is  the  interchange  of 
speakers  between  teachers’  institutes  and  farmers’  institutes.  The 
agricultural  colleges  are  also  called  on  for  much  lecture  work  on  edu- 
cational topics;  this  is  good  both  for  the  people  and  the  college. 
Farmers  are  being  called  on  more  and  more  to  recite  their  experiences. 
The  farmers’  institute  organization  in  Illinois  has  been  able  to  create 
a strong  sentiment  in  favor  of  teaching  agriculture  in  the  rural 
schools,  being  regarded  by  the  Superintendent  of  Public  Instruc- 
tion as  the  most  powerful  agency  in  this  work.  In  other  States  the 
institutes  have  exerted  a similar  effect  by  means  of  traveling  speakers. 
Such  work  not  only  establishes  a point  of  view  in  the  people,  but  dis- 
covers the  promising  teachers  here  and  there  and  gives  them  courage 
and  support. 

(d). CORRESPONDENCE  AND  LEAFLET  WORK. 

This  class  of  work  has  now  assumed  large  proportions  in  some 
quarters,  and  has  fairly  passed  the  epoch  of  hostile  criticism,  although 
it  has  not  yet  passed  its  experimental  stage.  When  it  has  fully 
passed  this  stage,  much  of  its  spontaneity  and  usefulness  will  have 
ceased.  The  correspondence  and  leaflet  method  does  not  make  as 
strong  impression  on  the  teacher  as  good  summer  school  work  or 
other  means  of  direct  personal  contact  with  a good  teacher;  but  it 
is  most  effective  in  arousing  a sentiment  for  better  things,  and 
it  may  be  very  useful  to  the  individual  teacher  who  wants  to  work 


28 


TRAINING  FOR  TEACHERS  OF  AGRICULTURE.  , 


at  his  problem  quietly  and  resourcefully.  It  produces  the  maximum 
result  at  the  minimum  expense.  Various  clubs  are  organized,  and 
crop-growing  and  exhibition  contests  are  arranged.  Combined  with 
an  organized  lecture  system  and  visitation  system,  it  is  probably  the 
most  powerful  single  engine  to  aid  the  teacher  of  agriculture  and 
related  subjects  in  the  rural  schools.  Its  greatest  danger  is  its  tend- 
ency to  hold  too  many  names  on  the  lists,  thereby  limiting  its  use- 
fulness to  each  one.  One  of  its  greatest  faults  has  been  the  issuing 
of  publications  that  are  too  technical  and  too  dryly  agricultural. 
On  the  whole,  no  other  agency  has  placed  so  many  real  helps  before 
the  teacher. 


(e). SHORT  COURSES  IN  AGRICULTURAL  COLLEGES. 

Many  of  the  agricultural  colleges  have  long  been  giving  brief 
courses  for  farm  youth.  They  are  now  beginning  to  adapt  some  of 
this  instruction  to  the  needs  of  teachers,  and  it  is  probable  that  the 
demand  for  such  adaptation  will  increase.  Some  of  the  colleges  are 
offering  courses  of  one  and  two  years’  duration,  but  these  partake 
of  the  nature  of  real  normal  departments  and  may  be  considered  in 
a subsequent  part  of  this  paper. 

In  two  or  three  States  spring  schools  are  held  at  the  agricultural 
college.  The  schedule  of  such  a school  given  by  the  North  Carolina 
Agricultural  and  Mechanical  College  is  as  follows: 

Four  weeks’  spring  normal  agricultural  courses. 

[Twenty-four  hours  per  week  ; total,  88  periods.] 

Animal  husbandry 

Dairying  

Horticulture  and  floriculture 

Soils  and  farm  crops 

Bacteriology  

Physiology  and  hygiene 


Periods. 

8 

8 

___  8 
8 


4 


NATURE  STUDY. 


Plant  studies 

Animal  studies 

Insect  studies 

Common  branches:  Arithmetic,  grammar,  geography,  reading,  and  history.  _ 

Methods  of  teaching 

School  sanitation 


4 

4 

20 


3G 


1 


(f)  . PERIPATETIC  TEACHERS. 

Following  the  city  school  plan  of  having  a visiting  teacher  of  music 
or  manual  training,  some  places  have  adopted  a similar  plan  for  rural 
schools.  One  teacher  can  visit  several  schools,  either  giving  the  in- 
struction himself,  or,  what  is  better,  supervising  and  directing  the 
work  of  a teacher  in  each  school.  The  former  phase  (the  peripatetic 


THE  MEANS  OF  TRAINING  THE  TEACHERS. 


29 

teacher  doing  all  the  teaching)  may  be  worth  the  while  in  starting 
the  new  education,  or  in  the  lack  of  teachers.  The  second  phase  (the 
directing  of  other  teachers)  is  very  effective  when  the  individual 
teachers  are  not  themselves  expert,  and  it  should  have  a marked 
effect  on  the  teacher.  This  plan  has  been  tried  in  Canada,  and  one 
teacher  there  writes : 

The  teacher  must  be  trained,  and  it  may  be  by  a graduate  of  a normal 
school  or  an  agricultural  college,  or  by  a director  or  supervisor  of  nature  study. 
I think  the  last  way  is  a good  one.  It  improves  the  instruction  in  the  school 
at  the  same  time  that  the  teacher  is  being  trained,  and  many  teachers  think 
they  can  learn  to  better  advantage  in  a school  of  their  own  than  at  a normal 
school.  Of  course,  normal  training  should  come  first,  and  further  training  in 
nature  study  can  be  given  the  teacher  while  at  her  work,  by  a director  of 
nature  study ; but  this  director  should  be  an  educator  and  not  a mere  special- 
ist in  some  branch  of  natural  science. 

In  some  places  it  may  be  possible  for  a teacher  of  agriculture  in  a 
high  school  to  inspect  and  supervise  the  agriculture  teaching  in  the 
elementary  schools  of  the  region.  If  he  is  himself  Avell  trained,  he 
should  be  able  to  exert  a great  influence  in  putting  the  other  teachers 
on  their  feet. 


(g). UNITED  STATES  DEPARTMENT  OF  AGRICULTURE. 

Much  of  the  work  of  the  national  Department  of  Agriculture  is 
distinctly  educational  and  is  of  great  value  to  teachers ; and  the  Office 
of  Experiment  Stations  maintains  an  organization  to  aid  schools, 
colleges,  and  teachers  in  their  pedagogical  work.  This  Office  is  able 
often  to  send  speakers  to  teachers’  institutes  and  elsewhere;  it  main- 
tains a large  correspondence  with  school  men ; it  publishes  bulletins  of 
information  and  advice  on  school  gardening  and  agricultural  teach- 
ing; it  collects  data  on  both  foreign  and  American  school  work  for 
the  purpose  of  keeping  the  public  informed  of  the  state  of  agricul- 
tural education ; and  in  general  it  lends  counsel  and  encouragement  to 
those  in  need  of  it. 

(2).— THE  TRAINING  OF  NEW  TEACHERS. 

We  now  come  to  the  real  question  before  us — where  the  agriculture 
teachers  of  the  future  are  to  be  prepared. 

Seven  types  of  institutions  or  organizations  are  now  beginning  to 
train  teachers  for  agriculture:  (a)  State  normal  schools;  ( b ) local 
normal  schools;  ( c ) high  schools  and  training  classes;  ( d ) separate 
agricultural  schools;  ( e ) special  detached  foundations  for  industrial 
work;  (/)  education  departments  of  colleges  and  universities,  and 
teachers’  colleges;  ( g ) agricultural  colleges.  It  is  not  the  purpose  of 
this  report  to  make  any  full  discussion  of  these  categories,  unless  per- 
haps the  last  one,  but  only  to  indicate  what  seems  to  be  the  most 


30 


TRAINING  FOR  TEACHERS  OF  AGRICULTURE. 


promising  field  for  each  group  of  institutions.  The  agencies  com- 
prised in  the  above  categories  are  not  always  distinct  from  some  of 
those  that  aim  chiefly  to  aid  the  present-day  teachers  (see  page  25). 
These  two  groups  merge,  some  of  the  shorter-course  agencies  often 
being  conducted  by  the  organizations  mentioned  in  the  present  list. 
The  purpose  of  the  division  into  the  two  groups,  however,  is  not  to 
classify  organizations  or  agencies,  but  to  clarify  the  discussion  by 
calling  attention  to  the  two  main  lines  of-  effort.  In  general,  an  or- 
ganization that  maintains  a continuous  course  of  work  for  at  least  one 
school  year  is  placed  in  this  second  group.  It  is  not  the  object,  in 
either  of  these  groups,  to  make  a complete  list  of  the  subclasses  of  in- 
stitutions or  organizations,  but  only  to  indicate  the  leading  types.  It 
may  probably  be  taken  for  granted  that  in  the  end  adequate  prepara- 
tion for  the  teaching  of  agriculture  in  the  secondary  schools,  special 
industrial  schools,  and  normal  schools  can  be  secured  only  in  some 
kind  of  professional  institution  organized  for  the  training  of  teachers; 
but  the  serious  work  of  training  teachers  for  agriculture  in  the 
schools  is  only  begun  here  and  there,  and  adequate  systems  are  yet  to 
be  worked  out. 

(a). STATE  NORMAL  SCHOOLS. 

Nearly  all  the  correspondents  who  have  contributed  suggestions 
to  this  report  express  the  opinion  that  the  regular  normal  schools 
should  train  teachers  for  agriculture.  Theoretically  this  may  be 
true,  but  the  normal  schools,  as  other  institutions,  face  the  practi- 
cal conditions  under  which  they  exist.  In  a western  State  where 
cities  are  few  and  small,  where  agriculture  is  the  dominant  industry, 
and  where  normal  schools  are  new,  the  educational  problem  is  very 
different  from  what  may  obtain  in  one  of  the  easternmost  States. 
In  the  Eastern  States  the  normal  schools  are  taxed  to  their  full  ca- 
pacity to  supply  teachers  for  the  cities;  the  cities  pay  good  wages 
for  teachers;  the  normal  schools  are  likely  to  be  located  in  cities  and 
without  farm  land;  their  energies  are  consumed  in  a line  of  work 
for  which  they  have  become  adapted  by  years  of  effort.  In  such 
cases  good  agricultural  work  can  not  be  added  without  a new  and 
radical  type  of  extension  of  the  school;  and  it  then  becomes  a ques- 
tion whether  it  would  be  better  for  the  State  to  make  such  extension 
or  to  establish  a new  kind  of  training  school  elsewhere.  It  is  a ques- 
tion, also,  whether  the  normal  method,  as  developed  in  some  of  these 
schools,  is  sufficiently  elastic  and  adaptable  to  render  good  agriculture 
teaching  possible.  At  all  events,  one  can  not  look  to  all  the  exist- 
ing normal  schools  in  the  older  States,  or  even  to  any  considerable 
part  of  them,  for  the  training  of  teachers  for  this  kind  of  work. 


THE  MEANS  OF  TRAINING  THE  TEACHERS. 


31 


In  the  Middle  West  and  in  the  newer  States  many  of  the  normal 
schools  are  beginning  to  train  in  agricultural  subjects.  Heretofore 
the  courses  in  these  subjects  have  been  largely  adjuncts  to  the  nat- 
ural science  teaching,  but  the  work  is  now  being  differentiated.  In 
Georgia  it  is  expected  that  the  State  normal  school  will  train  teachers 
of  agriculture  for  the  elementary  schools.  “No  one  is  given  a di- 
ploma who  does  not  take  the  prescribed  work  in  agriculture.  There 
is  a regular  professor  of  agriculture  and  he  has  about  20  acres  under 
cultivation.”  Such  courses,  the  correspondent  thinks,  “ will  assure 
a constantly  increasing  number  of  trained  teachers  for  the  elementary 
schools.”  For  the  most  part,  however,  the  regular  State  normal 
schools,  particularly  in  thickly  settled  States,  will  probably  train 
teachers  for  graded  town  and  city  schools  rather  than  for  elemen- 
tary rural  schools.  Public  pressure  may  force  such  of  them  as  are 
most  advantageously  situated  to  establish  special  courses  or  classes 
to  meet  the  needs  of  the  rural  schools,  in  much  the  same  way  that 
agricultural  colleges  have  been  obliged  to  organize  short  courses 
for  farm  youth. 

In  some  States  a special  effort  is  made  to  interest  the  country  boys 
and  girls"  in  the  normal-school  training.  In  Illinois,  for  example,  a 
law  wras  passed  in  1905,  called  the  “ Normal  school  scholarship  law,” 
which  provides  that  one  pupil  from  each  township  in  the  State,  se- 
lected by  competitive  examination,  shall  annually  be  awarded  free 
tuition  in  one  of  the  five  State  normal  schools  for  four  years.  This 
makes  it  possible  for  each  of  the  1,887  townships  of  Illinois  to  have 
in  the  normal  schools  four  pupils  wTho  at  any  one  time  are  taking  ad- 
vantage of  these  scholarships.  These  boys  and  girls  are  from  the 
common  schools,  graduates  of  the  eighth  grade,  and,  as  the  law  is  now 
working,  95  per  cent  of  them  come  from  the  country  districts.  Hav- 
ing been  born  and  bred  on  the  farm,  they  are  familiar  with  farm  con- 
ditions, and  have  sense  experience  of  farm  life.  These  persons  go 
into  the  normal  schools  for  one  term,  twTo  terms,  or  a year  of  work, 
and  then  return  to  teach  in  the  country  schools,  coming  again,  it  may 
be,  to  the  normal  school  to  do  further  work.  It  is  expected  that  this 
plan  will  supply  many  energized  teachers  for  the  rural  schools. 

(b). — -LOCAL  NORMAL  SCHOOLS. 

The  inability  of  the  regular  normal  schools  to  supply  teachers  for 
rural  elementary  work  has  led  to  the  establishing  of  county  and  other 
normal  schools.  In  Wisconsin  there  are  sixteen  county  institu- 
tions, and  four  more  in  process  of  organization.  The  sole  purpose 
of  these  Wisconsin  schools  is  to  train  teachers  for  the  rural  communi- 
ties. The  diploma  is  a three-year  certificate,  permitting  the  holder 


TRAINING  FOR  TEACHERS  OF  AGRICULTURE. 


82 


to  teach  for  that  length  of  time  in  the  rural  or  ungraded  schools. 
These  certificates  may  be  renewed  for  another  three  years,  provided 
the  holder  can  give  evidence  of  having  taught  successfully.  The 
Dunn  County  Normal  School,  one  of  the  first  to  be  established,  has 
been  in  operation  for  eight  years,  and  it  is  reported  that  there  is 
scarcely  a rural  school  in  the  county  that  is  not  taught  by  its  grad- 
uates. It  is  apparently  only  a question  of  time  and  legislative  action 
before  practically  all  the  counties  of  the  State  will  have  such  schools. 

The  Wisconsin  county  normal  or  training  schools  are  among  the 
best  institutions  yet  developed  in  this  country  for  the  direct  training 
of  teachers  for  local  rural  schools.  They  are  organized  for  a specific 
purpose.  The  salaries  are  now  as  good  as  in  the  State  normal  schools. 
In  Menomonie,  Wausau,  and  Marinette  the  county  normal  school  is 
in  the  same  building  with  the  county  agricultural  school;  the  in- 
structor in  agriculture  in  the  latter  school  takes  the  normal  school 
students  for  work  in  agriculture,  and  the  normal  school  reciprocates 
by  giving  an  equivalent  amount  of  academic  work  to  the  agricultural 
students.  This  tends  to  set  a standard  for  the  pedagogical  instruc- 
tion in  such  other  normal  schools  as  are  not  fortunate  enough  to  be 
in  direct  connection  with  a school  of  agriculture.  The  course  of  study 
in  the  normal  schools  is  now  two  years,  or  high  school  graduates  may 
take  a one-year  course.  A well-known  educator  of  Wisconsin  writes 
that  “ the  schools  have  so  thoroughly  approved  themselves  to  school 
officials  and  to  the  public  generally  in  the  counties  where  they  have 
been  in  existence  that  it  is  almost  impossible  for  a person  to  get  a 
position  in  the  counties  where  these  schools  are  located  who  has  not 
had  at  least  the  work  which  the  training  offers.”  The  work  in  agri- 
culture in  these  normal  schools  is  as  yet  not  large,  but  it  will  increase. 
The  course  of  study  in  the  Richland  County  Training  School  is  here 
given  as  an  illustration  of  the  content  of  the  work,  as  all  these  schools 
have  similar  curricula: 

First  year. 


First  Quarter : 

Algebra. 

Agriculture. 

Grammar. 

Primary  reading  and  orthoepy. 

Second  Quarter : 

Algebra. 

Political  geography. 
Composition. 

Expressive  reading. 


Third  Quarter  : 

Algebra. 

English  history. 

Primary  constructive  work. 
Expressive  reading. 

Fourth  Quarter  : 

Arithmetic. 

United  States  history. 
Spelling  and  penmanship. 
Literary  reading. 


THE  MEANS  OF  TRAINING  THE  TEACHERS. 


33 


Second  year  of  the  two-year  course,  or  the  one-year  course  for  those  prepared 

to  take  it. 


First  Quarter  : 

Arithmetic. 

Drawing. 

Reading  and  orthoepy. 
Physical  geography. 
Psychology  and  pedagogy. 

Second  Quarter  : 

Arithmetic. 

Grammar. 

Literature. 

Political  geography. 
Methods. 


Third  Quarter  : 

United  States  history. 
Composition. 

Literature. 

Physiology. 

Practice  teaching. 

Fourth  Quarter  : 

United  States  history. 
Constitutions. 

School  management  and  spelling. 
Agriculture. 

Practice  teaching. 


After  having  taught  in  a rural  school  for  a time,  it  is  to  be  ex- 
pected that  most  of  the  graduates  who  desire  to  continue  to  teach 
will  enter  State  normal  schools  or  other  institutions,  and  prepare  for 
city  school  work.  The  rural  schools  do  not  yet  offer  sufficient  attrac- 
tions to  secure  well-prepared  teachers  for  a long  tenure. 


(c). — HIGH  SCHOOLS  AND  TRAINING  CLASSES. 


It  is  often  urged  that  high  schools  give  instruction  in  agriculture 
as  a part  of  their  general  course  for  the  purpose  of  fitting  teachers 
in  the  subject.  It  is  very  doubtful,  however,  whether  we  should 
really  look  to  the  ordinary  graduates  of  high  schools  for  rural 
teachers.  It  requires  more  than  the  usual  maturity,  and  considerable 
experience  in  affairs,  to  handle  a rural  elementary  school  effectively; 
and  if  a direct  appeal  is  to  be  made  to  the  farming  constituency 
on  the  basis  of  agricultural  work  in  the  school,  the  teacher  must  be 
sure  of  his  practical  ground.  Again,  the  high  schools  are  not  pro- 
fessional schools,  and  are  not  organized  for  normal  work.  The 
teachers  that  may  be  expected  from  them  are  mostly  women.  Agri- 
culture should  be  introduced  into  the  high  school  for  its  educational 
value.  It  will  then  constitute  a good  ground  work  for  later  training 
in  education  in  a training  class  or  elsewhere. 

Another  means  of  fitting  teachers  for  rural  elementary  schools 
is  in  training  classes  developed  in  high  schools  or  other  institutions. 
These  agencies  have  been  widely  adopted,  but  opinion  as  to  their  ulti- 
mate value  seems  to  be  divided.  They  are  usually  organized  specially 
to  meet  rural  school  conditions.  They  are  commonly  connected  with 
an  accepted  high  school.  The  course  of  study  covers  one  year  or 
more.  The  students  may  or  may  not  be  high  school  graduates. 
Usually  the  work  covers  the  elementary  syllabus  of  the  State,  and 
this  syllabus  may  contain  agriculture.  The  successful  completion 
of  the  course  certifies  the  student  to  teach  in  certain  of  the  schools. 
Agriculture  is  often  a regular  part  of  the  course  of  study  in  these 
31388— Bull.  1—08 3 


84 


TRAINING  FOR  TEACHERS  OF  AGRICULTURE. 


classes.  In  Michigan  “ elementary  agriculture  ” is  in  the  fourth 
quarter  of  the  year’s  course  in  the  “ County  normal  training  classes.” 
In  Nebraska  a very  full  two-semester  course  in  agriculture,  with 
laboratory  work,  is  provided  for  “ Normal  training  in  high  schools.” 
This  normal  training  in  Nebraska  is  given  in  the  eleventh  and 
twelfth  grades.  “ Credit  for  such  training  shall  be  given  upon  the 
completion  of  the  prescribed  course  in  normal  training  and  the 
regular  high  school  course  of  study.” 

A canvass  of  an  apparently  representative  high  school  training 
class  in  one  State  showed  four  members  to  be  high  school  graduates 
and  nine  to  have  had  considerable  high  school  work.  Six  of  them 
were  from  farms  and  considered  themselves  to  be  fairly  well  qualified 
to  teach  some  of  the  subjects  relating  to  farming.  The  ages  ranged 
from  17  to  22,  the  average  being  19.  All  were  women. 

A further  inquiry  in  the  same  State  showed  that  345  out  of  470 
training  class  students  had  spent  most  of  their  lives  on  the  farm.  Of 
this  number,  322  considered  themselves  capable  of  teaching  agricul- 
ture, but  it  should  be  said  that  agriculture  teaching  has  not  yet  been 
introduced  practically  in  that  State.  The  ages  of  these  students, 
nearly  all  women,  range  from  17  to  34  years,  the  average  being  21 
years. 

No  general  opinion  can  be  expressed  on  the  efficiency  of  training 
class  work  in  the  fitting  of  persons  to  teach  agriculture,  for  every- 
thing depends  on  the  organization  of  the  enterprise,  the  safeguards 
thrown  about  it,  the  age,  experience,  and  qualifications  of  the  stu- 
dents, the  extent  of  the  agricultural  work;  and  the  way  in  which  it 
is  taught.  These  classes,  of  one  kind  and  another,  are  now  sending 
out  very  many  teachers  to  the  rural  schools.  Their  great  handicap 
is  that  they  themselves  can  not  secure  teachers  properly  qualified  to 
give  instruction  in  agriculture.  No  real  preparation  of  training 
class  students  to  teach  the  agriculture  of  a syllabus  can  be  expected 
unless  the  teacher  of  the  class  has  himself  had  good  preparation  in 
the  subject. 

(d). SEPARATE  AGRICULTURAL  SCHOOLS. 

The  county  and  other  schools  of  agriculture  and  domestic  science 
that  have  lately  been  organized  have  thus  far  confined  their  energies 
to  regular  agricultural  or  industrial  work;  but  many  persons  expect 
that  they  will  also  become  important  centers  for  the  training  of 
teachers  for  elementary  and  secondary  schools.  If  they  enter  this 
field,  it  is  a question  whether  they  will  not  be  in  danger  of  alienating 
their  regular  farming  support,  unless  they  can  command  more  re- 
sources than  are  now  in  sight.  These  schools  are  organized  chiefly 
to  supply  a direct  agricultural  need.  It  will  require  considerable 
increase  in  funds  if  they  hold  this  field  and  also  enter  another.  It 


THE  MEANS  OF  TRAINING  THE  TEACHERS. 


35 


is  expected  that  these  schools,  of  all  others,  will  send  youth  directly 
back  to  the  farms.  In  Wisconsin,  where  there  has  been  experience  in 
both  agricultural  and  normal  work,  the  two  functions  are  separated ; 
and  this  would  seem  to  be  the  logical  result  for  all  States. 

(e). SPECIAL  FOUNDATIONS. 

Various  institutions  on  private  or  semiprivate  foundations,  and 
not  a regular  part  of  public  school  enterprises,  offer  facilities  for 
teachers  to  prepare  in  agriculture  and  kindred  subjects.  A marked 
example  of  this  group  is  the  Macdonald  Institute  at  the  Ontario 
Agricultural  College,  Guelph,  Canada.  “ Its  equipment  and  accom- 
modation is  ample  to  furnish  long  and  short  courses  in  home  eco- 
nomics, nature  study,  and  manual  training — the  last  two  for  teachers, 
male  and  female,  and  the  home  economics  for  farmers’  daughters 
and  other  young  women  who  desire  to  learn  the  theory  and  practice 
of  cooking,  ventilation,  general  housekeeping,  laundry  work,  sewing, 
dressmaking,  millinery,  home  decoration,  etc.”  Summer  courses  are 
provided  at  Guelph;  also  a one-year  normal  course  “to  provide  in- 
structors fitted  to  carry  on  the  work  of  nature  study  and  school  gar- 
dens in  a group  of  rural  schools,  in  a large  consolidated  school,  or 
in  an  agricultural  high  school.”  The  new  Macdonald  College,  near 
Montreal,  will  have  a profound  influence  on  the  teaching  of  country 
life  subjects. 

The  Hampton  Normal  and  Agricultural  Institute,  Virginia  (a 
parental  type  of  others  in  the  South),  provides  normal  training  for 
negroes  and  Indians.  The  year  for  agricultural  students  is  twelve 
months,  with  a vacation  of  a few  days  or  weeks  only.  At  the  close 
of  the  academic  year  class-room  work  stops,  but  each  student  is  given 
work  in  the  different  divisions  of  the  department,  where  he  can  get 
experience  in  planning  and  directing  labor  and  field  operations  and 
in  assuming  responsibility.  At  the  same  time  he  is  given  instruction 
in  the  best  methods  of  managing  labor.  Actual  class-room  work 
under  normal  methods,  and  practical  field  work,  seem  to  fill  a great 
need  in  fitting  the  students  for  teaching  what  they  have  acquired  iii 
the  class  room. 

Students  of  Hampton  who  design  to  teach  receive,  before  being 
graduated,  four  months’  instruction  in  psychology  and  the  principles 
of  teaching,  four  hours  per  week,  and  also  engage  for  four  months  in 
actual  teaching  in  the  class  room.  The  student  teaches  all  of  the 
common  school  subjects  of  the  State  of  Virginia.  A large  school 
garden  affords  opportunity  for  the  teacher  students  to  work  with 
children  in  the  open  during  April,  May,  October,  and  part  of  Novem- 
ber. For  the  winter  season,  an  indoor  course  in  nature  study  and 
agriculture  supplements  the  outdoor  work.  Post-graduate  students 


36 


TRAINING  FOR  TEACHERS  OF  AGRICULTURE. 


receive  two  months’  training  in  teaching  classes  in  the  training  school. 
These  students  teach  agriculture  and  elementary  science.  They  plan 
their  lessons,  teach  children  to  work  in  the  garden,  and  conduct  field 
trips. 


(f). EDUCATION  DEPARTMENTS  AND  TEACHERS’  COLLEGES. 

Much  is  to  be  expected  of  schools  and  departments  of  education 
in  universities  in  the  preparing  of  teachers  for  the  higher  ranges  of 
public  school  teaching  in  agriculture.  This  is  particularly  true  when 
a college  or  department  of  agriculture  is  comprised  in  the  same 
university.  In  such  case  a four-year  course  can  be  assembled,  involv- 
ing two  years  of  sound  general  scientific  study,  followed  by  two  years 
in  which  the  study  of  agriculture  and  related  subjects  is  combined 
with  training  in  education,  all  having  special  reference  to  high  school 
and  normal  school  problems.  This  would  involve  the  modification 
of  some  of  the  regular  instruction  in  the  agricultural  departments, 
or,  preferably,  new  courses  in  them  to  meet  the  special  needs  of 
teachers.  Professional  schools  of  education  that  do  not  have  regular 
agricultural  connection  may  well  cooperate  with  a neighboring  col- 
lege of  agriculture  by  incorporating  a year,  more  or  less,  of  the  work 
of  such  college  as  a part  of  its  own  course  of  study  for  those  who 
desire  to  prepare  specially  for  agriculture  teaching.  Teachers  Col- 
lege of  Columbia  University  in  this  way  catalogues  certain  courses 
of  the  College  of  Agriculture  at  Cornell  University. 

Following  is  the  statement  of  Teachers  College  in  respect  to  the 
cooperation  mentioned  above  (1908)  : 

Agriculture  in  high  schools. — The  rapid  development  of  agricultural  instruc- 
tion in  many  public  schools  is  creating  a demand  for  specially  trained  teachers. 
It  is  the  consensus  of  opinion  of  school  officers  that  for  such  instruction  there 
is  need  of  teachers  who  have  been  thoroughly  trained  in  general  sciences, 
biology,  in  particular,  with  its  application  to  agriculture,  and  also  in  the  prin- 
ciples of  education.  Many  agricultural  colleges  give  the  subject-matter  which 
is  needed,  but  they  do  not  deal  with  the  educational  applications.  In  order  to 
combine  the  advantages  of  an  agricultural  college  with  those  of  a strictly  educa- 
tional institution  a plan  of  cooperation  has  been  arranged  between  Teachers 
College  and  the  College  of  Agriculture  at  Cornell  University,  whereby  students 
preparing  for  special  work  as  teachers  of  agriculture  may  take  the  appropriate 
courses  in  the  science  of  agriculture  at  Cornell  University  (especially  principles 
of  agronomy,  horticulture,  and  animal  husbandry)  and  then  study  the  educa- 
tional problems  at  Teachers  College. 

As  already  stated,  it  is  desirable  that  agriculture  should  be  combined  with 
nature  study  and  biology,  or  with  nature  study  and  physical  science.  Such 
combinations  may  be  made  by  candidates  for  the  bachelor’s  and  master’s 
degrees  at  Teachers  College.  The  intimate  relation  of  elementary  agriculture 
to  biology  and  nature  study  makes  it  desirable  that  their  educational  aspects 
should  be  involved  in  the  same  courses.  Hence  the  student  giving  especial  atten- 
tion to  agriculture  will  arrange  a course  at  Teachers  College  as  suggested 
above  for  biology  and  nature  study ; but  having  had  previous  special  work  iu 


THE  MEANS  OF  TRAINING  THE  TEACHERS. 


87 


the  subject-matter  of  agriculture  at  Cornell  University,  or  elsewhere,  the  indi- 
vidual work,  such  as  preparation  of  papers  and  theses,  will  in  the  educational 
course  be  centered  around  problems  of  agricultural  teaching. 

Approved  courses  in  the  science  of  agriculture  taken  in  agricultural  colleges 
other  than  Cornell  will  be  credited  at  Teachers  College. 

In  the  University  of  Missouri  the  Teachers’  College  utilizes  courses 
in  the  College  of  Agriculture  for  teachers  who  desire  to  fit  themselves 
for  teaching  agriculture  in  the  public  schools.  These  courses  in  the 
College  of  Agriculture  are  in  the  main  distinct  from  the  regular  agri- 
culture courses,  and  are  designed  primarily  for  teachers.  Credits 
are  given  for  the  work  only  to  students  in  the  Teachers’  College  who 
are  expecting  to  be  teachers.  In  addition,  for  the  university  stu- 
dents who  have  taken  sufficient  of  this  elementary  work  for  teachers 
and  who  have  also  the  requisite  preparation  in  the  natural  sciences, 
provision  is  made  for  electing  and  receiving  credit  for  some  of  the 
technical  courses  in  agriculture  and  horticulture  which  are  given  in 
the  College  of  Agriculture.  A good  many  teachers  in  the  Teachers’ 
College  are  enrolling  regularly  in  these  courses  in  agriculture  and 
horticulture,  and  some  of  them  later  elect  the  more  technical  courses 
in  the  College  of  Agriculture,  in  order  still  further  to  increase  their 
training  in  agricultural  subjects  for  the  distinct  purpose  of  enabling 
them  to  teach  agriculture  in  the  public  schools. 

Speaking  of  their  various  experiences  in  aiding  teachers  to  handle 
agricultural  work,  an  officer  of  the  University  of  Missouri  writes  as 
follows : 

In  my  judgment  the  most  effective  results  in  proportion  to  the  energy  ex- 
pended have  been  secured  through  the  courses  offered  to  teachers  in  the 
university.  Perhaps  the  majority  of  teachers  who  take  agriculture  regularly 
in  the  university  courses  do  not  themselves  teach  directly  in  the  country 
schools,  but  in  the  better  high  schools  of  the  State,  in  smaller  towns  surrounded 
by  good  farming  communities.  These  teachers  in  the  high  schools  have  the 
training  of  a large  number  of  young  people  who  teach  in  the  country  schools 
later,  so  that  it  is  safe  to  say  that  every  teacher  who  takes  our  regular  uni- 
versity courses  in  agriculture  reaches  with  this  teaching  hundreds  of  young 
men  and  women  who  will  go  out  into  the  country  schools  as  teachers.  A 
good  many  schools  of  this  State  are  teaching  agriculture  and  kindred  sub- 
jects in  qne  way  or  another.  Many  of  them  are  correlating  the  work  with 
geography,  with  language,  and  even  sometimes  with  other  subjects  in  the 
schools,  through  the  aid  of  school  gardens  or  school  plantings,  and  by  a study 
of  the  material  with  which  the  pupils  come  in  contact  at  their  homes.  In  ad- 
dition to  correlating  the  work  with  other  subjects,  some  of  the  schools  give 
regular  courses  in  agriculture  and  horticulture. 

(g). COLLEGES  OF  AGRICULTURE. 

The  agricultural  colleges  are  now  beginning  to  devise  means  of  ex- 
tending their  efforts  to  the  training  of  teachers  in  agriculture.  This 
movement  is  of  such  vast  importance  in  the  field  of  practical  ped- 
agogy  that  it  may  now  be  separately  discussed  in  a final  chapter. 


PART  III.— THE  GENERAL  OUTLOOK,  AND  THE  SIGNIFI- 
CANCE OF  NORMAL  WORK  IN  THE  COLLEGES  OF 
AGRICULTURE. 

We  have  now  taken  a general  look  at  the  demand  that  is  arising  for 
teachers  in  agriculture  of  a public  school  grade,  and  we  have  reviewed 
the  main  types  of  agencies  that  promise  to  aid  us  in  supplying  these 
teachers.  We  may  now  throw  these  normal  agencies  into  something 
like  a classified  system,  and  indicate  the  main  lines  of  a rational  pro- 
cedure. 

1.  The  elementary  schools  demand  general  teaching.  Not  much 
that  is  named  agriculture  is  possible  wdth  the  pupils  of  elementary 
school  age,  but  nature  study  and  the  industrial  spirit  should  constitute 
the  foundation  of  their  work.  The  district  rural  schools  are  ele- 
mentary schools.  They  pay  small  wages  and  offer  few  attractions  to 
teachers.  For  the  most  part  they  are  able  to  secure  the  services  only 
of  those  persons  who  are  on  the  way  to  other  employment.  Their 
teachers  are  mostly  women.  Until  these  conditions  change,  the  rural 
schools  must  draw  their  teachers  chiefly  from  the  region  of  the  high 
schools.  Whenever  good  science  work  is  an  important  part  of  the 
high  school  course  of  study,  and  particularly  when  good  agriculture 
teaching  is  also  introduced  as  a regular  part  of  the  curriculum,  a 
training  class  in  connection  therewith  and  requiring  a high  school 
diploma  for  the  completion  of  the  work  should  be  able  to  make 
great  progress  in  preparing  teachers  for  the  elementary  grades. 
Some  of  the  teachers  for  the  grades  will  be  recruited  from  the  ranks 
of  those  who  do  not  complete  normal  school  courses,  and  some  States 
or  counties  may  provide  special  means  of  training  such  teachers  by  or- 
ganizing normal  school  work  below  the  regular  normal  school  grade. 
In  the  end  special  local  means  or  institutions  must  be  provided  for 
the  training  of  these  teachers,  and  it  is  time  that  this  were  recognized. 
At  present,  however,  it  may  be  repeated,  it  is  incumbent  on  the  sec- 
ondary school  region  to  train  the  teachers  for  the  elementary  region. 

2.  The  teachers  who  are  to  train  these  elementary  teachers  must 
themselves  be  trained.  They  must  have  real  preparation,  if  the  agri- 
culture teaching  is  to  be  of  permanent  value ; they  can  not  be  trained 
in  the  common  teachers’  institutes  or  by  other  mere  short  cuts.  The 
teachers  of  this  secondary  normal  work  must  be  trained  in  institutions 
where  genuine  agriculture  is  established;  some  of  the  State  normal 

39 


40 


TRAINING  FOR  TEACHERS  OF  AGRICULTURE. 


schools  may  provide  this  work ; some  of  the  special  separate  schools 
of  agriculture  may  provide  it ; some  of  the  education  departments  or 
teachers’  colleges  in  association  with  agricultural  departments  of 
higher  institutions  may  provide  it;  the  agricultural  colleges  will  be 
obliged  to  provide  it.  The  best  trained  and  best  adapted  of  the 
graduates  of  the  colleges  of  agriculture,  however,  will  find  better 
openings  than  most  schools  of  the  secondary  region  are  at  present  will- 
ing to  pay.  The  preparation  of  such  teachers  should  include  general 
scholarship  and  training  in  the  principles  of  education,  as  well  as 
specialized  scholarship  in  agriculture  and  other  industrial  work,  and 
also  sufficient  hand  practice  outdoors  and  indoors  to  give  them  com- 
mand of  the  technique  of  instruction. 

3.  If  the  regular  agriculture  teachers  of  secondary  schools  and  the 
teachers  of  secondary  training  classes  are  to  be  prepared  in  the  State 
normal  schools,  then  these  normal  school  teachers  must  themselves 
be  trained  in  agriculture.  Their  training  must  be  more  than  can  be 
secured  in  the  normal  school  itself.  They  may  be  trained  in  educa- 
tion departments  of  universities  and  in  teachers’  colleges,  provided 
alwTays  that  these  institutions  are  associated  with  real  agricultural 
work,  such  as  is  possible  in  an  agricultural  college;  or  they  may  be 
trained  in  the  agricultural  college  itself. 

4.  The  agricultural  college  necessarily  stands  at  the  head  of  the 
system.  It  holds  the  key  to  the  situation.  It  must  provide  the 
leaders. 

The  body  of  knowledge  and  philosophy  that  is  comprised  under 
the  modern  word  “ agriculture  ” is  of  such  vast  range,  the  subjects 
are  so  numerous  and  so  difficult,  the  equipment  required  to  teach  it 
is  so  large  and  so  expensive,  that  only  such  institutions  as  are  spe- 
cially devoted  to  the  subject  can  understand  it  or  properly  represent 
it.  These  institutions  express  a great  phase  of  our  national  life. 
More  than  any  other  institutions  they  stand  for  the  very  democracy 
and  nativeness  of  education,  for  their  purpose  is  nothing  less  than 
to  reach  the  last  man  on  the  last  farm  by  means  of  the  very  things  by 
which  that  man  lives. 

It  is  good  to  have  seen  these  colleges  of  agriculture  gradually 
emerge  and  then  enlarge  their  territory,  quietly  annexing  this  subject 
and  that,  until  they  have  come  to  be  one  of  the  great  social  and  spir- 
itual forces  of  the  day.  They  have  not  yet  developed  a pride  of 
education,  and  they  have  not  reached  the  limit  of  the  territory  that 
they  will  annex.  It  may  be  found,  in  good  time,  that  they  have 
forced  new  standards  of  education.  These  colleges  will  now  add 
normal  departments  and  they  will  attract  the  teaching  type  of  mind. 
The  graduates  of  these  departments  will  supply  some  of  the  normal 
schools;  some  of  the  high  schools;  some  of  the  training  classes  and 
special  normal  organizations;  and  what  they  give  will  be  passed  on 


NORMAL  WORK  IN  COLLEGES  OF  AGRICULTURE. 


41 


from  school  to  school  and  grade  to  grade,  until  it  fertilizes  the  whole 
enterprise.  This  is  not  at  all  a mere  visionary  outlook,  and  for  the 
very  good  reason  that  the  agricultural  colleges  are  the  only  teaching 
institutions  that  are  in  possession,  at  first  hand,  of  the  essential  facts 
of  rational  agriculture. 

A number  of  the  colleges  of  agriculture  have  already  undertaken 
to  develop  teachers’  courses,  either  on  their  own  account,  or  in  asso- 
ciation with  the  education  departments  of  the  universities  with  which 
they  are  connected.  Congress  has  also  given  them  a direct  opportu- 
nity to  establish  such  work  in  a provision  of  the  Nelson  amendment 
to  the  agricultural  appropriation  bill  for  1907-8 : “ Said  colleges  may 
use  a portion  of  this  money  for  providing  courses  for  the  special 
preparation  of  instructors  for  teaching  the  elements  of  agriculture 
and  the  mechanic  arts.” 

The  Nelson  amendment  provides,  when  it  shall  have  matured,  for  the 
appropriation  of  $25,000  annually  to  the  land-grant  colleges  of  each 
State.  This  is  the  only  national  appropriation  that  specifically  recog- 
nizes this  particular  kind  of  college  work.  This  fund  will  afford  an 
unexcelled  opportunity  for  some  of  the  stronger  institutions  to  estab- 
lish a department  or  school  in  which  persons  shall  be  trained  directly 
for  the  teaching  of  agriculture  and  the  mechanic  arts  in  the  public 
schools. 

MASSACHUSETTS  AGRICULTURAL  COLLEGE. 

The  Massachusetts  Agricultural  College  established  in  1907  a de- 
partment of  agricultural  education,  with  a professorship.  W.  R. 
Hart,  formerly  of  the  State  Normal  School  at  Peru,  Nebr.,  has  been 
chosen  to  head  the  department.  This  department  is  organized  under 
a State  law  that  makes  an  annual  appropriation  of  $5,000.  This  law 
originated  from  a recommendation  of  the  Massachusetts  commission 
on  industrial  and  technical  education,  in  1906.  (The  report  of  this 
commission  is  a most  valuable  contribution  to  the  subject  of  industrial 
education.)  The  first  move  was  the  organizing  of  a summer  school 
of  agriculture  of  four  weeks,  which  had  an  attendance  of  considerably 
more  than  two  hundred.  Following  is  a course  of  instruction  for 
the  year  1908-9 : 

1.  The  meaning  of  education,  dealing  with  the  biological  and  psychological 
aspects  of  the  processes  of  learning. 

2.  Vocational  education,  being  chiefly  historical.  This  is  given  in  1007-8. 

3.  Methods  in  agricultural  education. 

4.  Seminar,  a study  of  problems  in  agricultural  education. 

COLLEGE  OF  AGRICULTURE  OF  THE  UNIVERSITY  OF  ILLINOIS. 

The  College  of  Agriculture  of  the  University  of  Illinois  has  an  in- 
structor in  secondary  school  agriculture,  D.  O.  Barto,  an  experienced 
school-teacher  and  a graduate  of  the  college,  who  for  two  years  has 


42 


TRAINING  FOR  TEACHERS  OF  AGRICULTURE. 


been  employed  to  give  his  entire  time  to  the  question  of  teaching  agri- 
culture in  the  public  schools.  He  visits  farmers’  institutes  and 
teachers’  institutes,  freely  discussing  these  questions,  and  offers  two 
courses  of  instruction  during  the  university  year.  One  of  these 
courses  is  designed  to  train  teachers  for  the  secondary  schools,  and  the 
other  to  train  them  for  the  grades.  These  courses  are  repeated  in  the 
summer  session.  The  particular  courses  offered  in  1907-8  are  as 
follows : 

1.  Principles  and  methods  of  high  school  agriculture. — This  course,  designed 
for  students  who  have  had  not  less  than  two  years’  work  in  agriculture,  will  be 
devoted  mainly  to  considering  what  features  of  agricultural  science  are  best 
adapted  to  high  school  conditions,  the  best  order  and  methods  of  their  pres- 
entation, how  to  suit  the  course  and  instruction  to  the  special  interests  and 
needs  of  each  school  community,  what  laboratory  work  shall  be  given,  what 
apparatus  may  be  used,  what  field  experiments  can  be  planned  and  executed. 

2.  Elementary  agriculture. — This  course  is  for  those  students  who  are  pre- 
paring to  teach  in  secondary  schools,  especially  for  teachers  of  science,  but  who 
have  had  no  work  in  agriculture.  A study  of  the  soil,  its  origin,  nature,  func- 
tions, properties,  and  classification;  problems  of  temperature,  aeration,  control 
of  moisture ; enrichment  and  impoverishment  of  the  soil ; the  plant,  how  it  feeds 
and  grows,  its  modes  of  reproduction,  factors  in  crop  production,  rotation,  value 
and  use  of  legumes,  selection  and  testing  of  seed,  their  types  and  breeds,  care 
and  management ; dairying,  production  of  milk,  testing  and  care  of  milk ; farm 
plans,  farm  machinery ; economics  of  agriculture. 

3.  Farmers'1  institute  management. — A study  of  the  farmers’  institutes  as  a 
factor  in  our  system  of  public  education.  This  course  is  designed  to  set  forth 
principles  underlying  the  organization  and  conduct  of  farmers’  institutes  and 
agricultural  associations  and  to  systematize  into  definite  lines  the  knowledge 
acquired  in  college  to  the  end  that  the  student  may  render  more  distinct  service 
in  institute  and  agricultural  associations.  Lectures;  assigned  readings  and 
parliamentary  practice. 

NEW  YORK  STATE  COLLEGE  OF  AGRICULTURE. 

In  the  New  York  State  College  of  Agriculture  at  Cornell  Uni- 
versity a two-years’  normal  course  in  nature  study,  leading  to  regular 
academic  credits,  was  organized  in  1903,  and  this  is  now  known  as 
a normal  department,  with  six  persons  giving  instruction.  This 
organization  is  the  natural  outgrowth  of  the  nature  study  and  other 
extension  enterprise  that  has  been  under  way  in  the  institution  for 
many  years.  Summer  schools  of  nature  study  were  held  in  1899  and 
1900.  A regular  summer  session  is  in  process  of  organization.  A 
rural  schoolhouse,  accommodating  thirty  pupils  and  provided  with 
workroom  and  located  in  a school  garden,  is  part  of  the  equipment. 
Following  is  the  course  of  study  for  1907-8: 

This  course  is  organized  to  help  persons  who  expect  to  teach  nature  study 
and  country-life  subjects  in  the  public  schools.  Persons  actually  engaged  in 


NORMAL  WORK  IN  COLLEGES  OF  AGRICULTURE. 


43 


teaching  and  also  all  persons  in  the  university  who  signify  their  intention  to 
teach  are  eligible.  A certificate  will  be  given  on  the  completion  of  sixty  hours 
in  the  courses  prescribed  below,  together  wfith  such  other  work  in  the  College 
of  Agriculture  as  may  be  approved  by  the  director.  Designed  to  prepare  stu- 
dents to  teach  elementary  agriculture.  Practice  work  is  given  in  the  public 
schools  of  Ithaca. 


No.  of 
course. 


First  Second 
term.  term. 


FIRST  TEAR. 


Botany 

Botany 

Invertebrate  zoology. 
Vertebrate  zoology— 

Entomology 

Physical  geography- . 

Chemistry 

Nature  study 

N ature  study 


1 

2 

1 

2 

3 

1 

185 

91 

94 


Elective,  at  least  two-thirds  agriculture — 

SECOND  YEAR. 


3 


2 

2 


S 

3 

3 


16 

0-2 


1 

2 


3 

3 


2 


11 

4-7 


Vertebrate  zoology. 

Botany 

Entomology 

Soils 

Farm  crops 

Nature  study 

Nature  study 


6 

5 

15 

101 

111 

92 

93 


Elective,  at  least  two-thirds  agriculture. 


91.  Nature  study. — Lectures  and  discussion  of  methods.  First  half  year. 
Credit,  three  hours.  M.,  W.,  F.,  12. 

92.  Home  nature-study  work. — Work  in  the  training  classes  in  the  Ithaca 
schools  in  which  students  are  also  to  take  part.  Second  half  year.  Credit, 
one  hour.  By  appointment. 

93.  Practice  work  in  nature  study  in  the  public  schools  of  Ithaca,  comprising 
schoolroom  work,  excursions,  and  other  exercises  with  children.  First  half 
year.  Credit,  two  hours.  By  appointment. 

94.  School  gardens , comprising  actual  garden  making  with  children  on  school 
grounds  and  in  the  university  school  gardens.  In  winter  the  work  will  be  con- 
ducted in  the  forcing  houses  wThere  plant-growing  subjects  will  be  taken  up  in 
such  a way  as  to  adapt  them  to  elementary  school  conditions.  Second  half 
year.  Credit,  two  hours. 

98.  Seminary  in  nature  study  and  elementary  agriculture. — Devoted  to  the 
study  of  the  methods  of  teaching  nature  study  and  elementary  agriculture,  and 
to  the  review  and  criticism  of  courses  now  offered  in  our  elementary  and  sec- 
ondary schools.  Credit,  one  or  two  hours.  F.,  12. 

99.  Nature  study. — Advanced  course.  Individual  work  on  special  problems. 
Registration  only  after  consultation. 


UNIVERSITY  OF  MISSOURI. 

In  the  Teachers  College  of  the  University  of  Missouri  provision  is 
made  for  pedagogical  work  in  agriculture.  In  this  college  John  C. 
Whitten  is  “ professor  of  the  teaching  of  horticulture,”  and  Frederick 


44 


TRAINING  FOR  TEACHERS  OF  AGRICULTURE. 


B.  Mumford  u professor  of  the  teaching  of  agriculture.”  The  fol- 
lowing courses  are  offered  by  these  officers: 

(a)  Agriculture. 

Professor  Mumford. 

la.  Soils  and  plant  studies,  with  reference  to  agriculture. — This  course  will 
aim  to  give  a clear  general  knowledge  of  the  principles  of  agriculture.  The 
character  of  the  work  is  adapted  to  those  who  are  preparing  to  teach  in  the 
elementary  schools.  Three  times  a week,  first  semester.  Hours  to  be  arranged. 

2.  The  principles  of  agriculture. — Fundamental  conceptions  of  soils,  plants, 
and  animals,  and  their  application  to  agricultural  practice.  Lectures,  reading, 
laboratory  work,  and  field  excursions.  A course  for  high  school  and  academy 
teachers.  Three  times  a week.  Hours  to  be  arranged. 

Other  courses  in  agriculture  may  be  elected  by  students  in  the  Teachers 
College. 


(b)  Horticulture. 

Professor  Whitten. 

lb.  Cultivated  plants. — How  they  grow  under  culture,  their  relation  to  their 
environments,  and  common  methods  of  propagating . and  managing  plants ; the 
materials  for  a school  garden  and  how  to  use  them.  Lectures  and  laboratory. 
This  course  is  intended  for  those  who  are  preparing  to  teach  in  elementary 
schools  and  who  may  not  have  time  for  the  longer  courses  offered  by  the  depart- 
ment. Three  times  a week.  Hours  to  be  arranged. 

la  and  2b.  These  two  courses  taken  together  constitute  a year’s  work  in 
which  the  topics  mentioned  in  lb  are  given  fuller  and  more  scientific  treatment. 
They  can  be  taken  after  lb  or  independently  of  it,  and  are  designed  to  meet  the 
needs  of  those  who  are  preparing  to  teach  in  any  branch  of  biological  science. 
Three  times  a week. 

4a.  The  evolution  of  cultivated  plants. — Lectures  and  assigned  readings. 
A study  of  organic  evolution  as  applied  to  the  modifications  of  plants,  particu- 
larly those  in  cultivation.  Three  times  a week.  Hours  to  be  arranged. 

Other  courses  in  horticulture  are  open  to  students  in  the  Teachers  College. 

COLLEGE  OF  AGRICULTURE  OF  THE  UNIVERSITY  OF  MAINE. 

The  College  of  Agriculture  of  the  University  of  Maine  late  in  1907 
organized  the  following  course  in  agriculture  for  those  who  intend 
to  become  teachers  of  this  subject  in  the  public  schools: 

This  course  is  offered  in  response  to  a call  for  teachers  capable  of  teaching 
elementary  agriculture  in  schools  and  academies.  In  order  to  receive  a degree 
one  hundred  and  fifty  hours,  or  30  credits,  must  be  received.  The  following 
course  as  laid  down  covers  one  hundred  and  forty-six  hours.  The  remaining 
six  hours  have  been  purposely  left  open  for  elective  work  in  order  that  the  stu- 
dent may  receive  as  liberal  a training  in  cultural  studies  as  is  consistent  with 
the  amount  of  technical  work  necessary.  It  is  recommended  that  the  electives 
be  taken  from  the  departments  of  biology,  history,  economics,  chemistry,  physics, 
or  English, 


NORMAL  WORK  IN  COLLEGES  OF  AGRICULTURE. 


45 


FALL  SEMESTER. 

Subject. 

Chemistry 

Laboratory  chemistry,  2 a_ 

Public  speaking 

English  composition 

Drawing,  6 & 

Modern  language 

Algebra 

Military,  5 a 


Freshman  year. 

SPRING  SEMESTER. 

Hours.  Subject. 

2 Chemistry 

1  Laboratory  chemistry,  2a___ 

1 Public  speaking 

3 English  composition 

2 Drawing,  0 & 

3 Modern  language 

5 Solid  geometry 

2*  Trigonometry 

Military,  5 ° 


Hours. 

3 

1 

1 

3 

2 

o 


19*  | 19* 

Sophomore  year. 


Soils 2 

Soil  laboratory,  2 a 1 

General  biology 2 

Laboratory  biology,  2 a 1 

Qualitative  analysis,  8 ° 4 

History  of  education 3 

English •_ 1 

Wood  shop  work,  4 a 2 

Physical  training § 

Elective  work ( ?) 


Fertilizers 2 

Animal  breeding 2 

Stock  judging,  2 a 1 

General  botany 2 

Laboratory  botany,  4 a 2 

History  of  education 2 

Qualitative  analysis,  8 a 4 

Principles  of  fruit  growing 2 

Forge  work  a 2 

Physical  training § 


Agricultural  engineering,  4 a 

Animal  breeding 

Stock  judging,  2 a 

Physiology 

General  methodology -- 

Pomology 

Laboratory  pomology,  2 ° 

Modern  language 

Physical  training 

Elective  work 


16§ 


Junior  year. 


2 

2 

1 

2 

3 

2 

1 

3 


16§ 


Farm  crops 

Laboratory  farm  crops,  2 a 

Vegetable  gardening 

Handicraft,  4 ° 

Child  study 

Veterinary  science 

School  gardening,  3 6 

Modern  language 

Physical  training 

Elective  work 


Animal  breeding 1 

Biological  chemistry 

Agricultural  botany 

Laboratory  agricultural  botany, 
2 a__ 

Landscape  gardening 

Physics 

Elective  work 


Senior  year. 


1 

2 

5 


Dairying 

Laboratory  dairying,  3 a__ 

Agricultural  chemistry 

Entomology 

Laboratory  entomology,  4 a. 

Veterinary  science 

Bacteriology 

General  forestry 

Laboratory  physics,  4 a 


19| 


2 

1 

9 

9 

3 

9 

1 


lo§ 


2 

1* 

5 

9 

2 

2 

2 

2 

9 


17 


20* 


Two  hours  count  as  one. 


6 Three  hours  count  as  one. 


46 


TRAINING  FOR  TEACHERS  OF  AGRICULTURE. 


NORTH  CAROLINA  COLLEGE  OF  AGRICULTURE  AND  THE  MECHANIC  ARTS. 

The  North  Carolina  College  of  Agriculture  and  the  Mechanic  Arts 
is  now  providing  a one-year  normal  course  in  agriculture,  the  fol- 
lowing announcement  of  which  will  appear  in  the  next  catalogue  of 
the  college : 

One-year  normal  course  in  agriculture,  North  Carolina  College  of  Agriculture 

and  the  Mechanic  Arts. 


Periods  a week — 


Subject. 

First 

term. 

Second 

term. 

Third 

term. 

Methods  of  teaching  agriculture 

2 

2 

2 

Agriculture  (general) 

3 

3 

3 

Horticulture 

3 

3 

3 

Animal  husbandry—.  

3 

3 

3 

Dairying 

. 

o 

Diseases  of  live  stock 

5 

Botany 

3 

Poultry 

3 

3 

Entomology 

2 

Agricultural  literature.  

1 

1 

1 

Electives  in  college  departments,  e.  g.,  agricultural  chemistry,  land  surveying, 
physical  and  physical  laboratory,  drawing,  and  others. 


NORTH  DAKOTA  AGRICULTURAL  COLLEGE. 

The  College  of  Agriculture  in  North  Dakota  offers  a “ teachers’ 
course,”  described  as  follows  (1907-8)  : 

Under  the  provisions  of  the  “ Nelson  law  ” enacted  by  Congress  in  1907  the 
following  course  is  offered  for  the  training  of  teachers,  fitting  them  to  teach 
the  elements  of  mechanic  arts  and  agriculture.  It  is  also  the  aim  of  this  course 
to  provide  the  three  terms’  work  in  pedagogy  which  graduates  must  have  in 
order  to  benefit  by  the  statute  entitling  them  to  a State  certificate  on  their 
diplomas.  To  the  many  students  who  frequently  have  to  turn  to  teaching 
temporarily  before  completing  their  studies,  this  line  of  work  will  be  found 
very  helpful. 

During  the  past  three  years  regular  work  has  been  given  in  nature  study 
and  elements  of  agriculture  in  order  to  meet  the  rapidly  increasing  demand  for 
rural  teachers  able  to  instruct  in  these  subjects.  In  addition  opportunity  was 
given  to  review  all  subjects  required  for  first  and  second  grade  certificates. 
As  there  was  no  desire  to  duplicate  the  courses  of  the  normal  schools  or  to 
enter  on  their  field  of  pedagogy,  the  work  was  neither  emphasized  nor  given 
prominence. 

The  new  law,  however,  has  marked  out  a definite  field  for  agricultural  col- 
leges in  the  training  of  teachers  and  given  them  a mission  in  harmony  with 
their  general  plan  and  purpose.  In  order  to  fit  teachers  to  teach  elements  of 
mechanic  arts  and  agriculture  and  fill  positions  in  common,  village,  or  city 
schools,  it  has  become  necessary  to  add  another  year’s  work  to  the  course  as 
outlined  heretofore.  The  units  constituting  this  additional  year  are  all,  with 
the  exception  of  the  history  of  education,  of  a technical  nature,  and  fall  either 
under  the  head  of  mechanic  arts  or  agriculture,  or  the  pedagogy  of  these 
branches. 


NORMAL  WORK  IN  COLLEGES  OF  AGRICULTURE. 


47 


The  entering  student  is  expected  to  have  had  eighth  grade  or  one 
year’s  high  school  training.  In  addition  to  a thorough  training  in 
elementary  subjects,  there  is  required  a course  in  elementary  agricul- 
ture taught  by  the  professor  of  agriculture.  The  course  covers  three 
years.  The  agriculture  is  as  follows: 

Teachers’  Agriculture  II. — Agricultural  physics,  fall  term. 

Teachers’  Agriculture  III. — Agronomy,  winter  term. 

Teachers’  Agriculture  IV. — Animal  husbandry,  with  laboratory,  spring  term. 
Teachers’  Agriculture  V. — Horticulture,  afternoon  work,  spring  term. 

Following  is  the  full  schedule  of  the  teachers’  course  at  the  Xorth 

© 

Dakota  College: 

First  year. 


Fall. 

Winter. 

Spring. 

Grammar,  8 a.  m. 

Civics,  9 a.  m. 

Reading.  10  a.  m. 
Arithmetic,  11  a.  m. 
Nature  study,  8 to  5 p.  m. 

Physiology,  8 a.  m. 

United  States  history,  9 a.  m.  ! 
Geography,  10  a.  m. 

Grammar,  11  a.  m. 

Elements  of  agriculture  1,3  to  5 
p.  m. 

Grammar.  8 a.m. 

United  States  history,  9 a.  m. 
Theory  and  practice.  10  a.  m. 
Formation  of  soils.  11  a.  m. 
Nature  study,  3 to  5 p.  m. 

Second  year. 

Psychology,  8 a.  m. 

Elements  of  chemistry,  9 a.  m. 

, 10  a.  m. 

Zoology,  11  a.  m. 

Chemical  laboratory,  2 to  5 p.  m. 
Zoology,  2 to  5 p.  m. 

Q o ttj 

History  of  education,  8 a.  m. 
Physics  II,  9 a.  m. 

Algebra  II.  10  a.  m. 

English  III,  11  a.  m. 

Physics  laboratory,  2 to  5 p.  m. 

< O u.  Ill . 

Physics  I,  9 a.  m. 

Algebra  I.  10  a.  m. 

Physical  geography,  11  a.  m. 
Physics  laboratory,  2 to  5 p.  m. 

Third  year. 

Manual  Training  I,  8 a.  m. 
Philosophy  of  education,  9 a.  m. 
Algebra  III,  10  a.  m. 

Elements  o f a gricult  ur  e 1 1 , 11a.m. 
Shop  (manuad  training  IV),  p.m. 

Geometry  I,  8 a.  m. 

Manual  training  II,  9 a.  m. 
Methods,  10  a.  m. 

Elements  of  agriculture  III,  11 
a.  m. 

Horticulture,  2 to  5 p.  m. 

| Geometry  II.  8 a.  m. 
i Manual  training  III,  9 a.  m. 
Botany  II,  10  a.  m. 

Elements  of  agriculture  IV,  11 
a.  m. 

Botany,  2 to  5 p.  m. 
Horticulture,  2 to  5 p.  m. 
Agriculture,  3 to  5 p.  m. 

CONNECTICUT  AGRICULTURAL  COLLEGE. 


The  Connecticut  Agricultural  College  has  for  several  years  offered 
a two-year  course  of  preparation  for  the  special  teaching  of  nature 
study  in  the  public  schools.  The  course  is  offered  to  graduates  of 
high  schools  and  to  those  who  have  had  the  first  two  years  of  their 
regular  course  in  agriculture  or  in  home  making.  This  course  “ for 
rural  school  teaching  ” includes  much  work  in  agricultural  subjects, 
selected  from  the  regular  courses  in  the  college.  It  is  intended  to  be 
supplemented  by  the  work  for  teachers  in  the  summer  school,  and  by 
one  year  in  a good  normal  school. 


48 


TRAINING  FOR  TEACHERS  OF  AGRICULTURE. 


WASHINGTON  (STATE)  AGRICULTURAL  COLLEGE. 

In  addition  to  the  regular  courses  in  the  college  at  Pullman,  Wash- 
ington, courses  are  offered  in  education,  specially  intended  to  train 
teachers  in  methods.  Whenever  a student  expresses  a desire  to  engage 
in  school  teaching,  he  is  encouraged  to  elect  at  least  two  courses  in 
the  department  of  education.  One  of  these  courses  is  “ the  principles 
of  education,”  the  other  “ methods  of  teaching  agriculture.”  The 
latter  is  taught  largely  by  the  department  of  agriculture  itself. 


The  above  examples  constitute  the  only  instances  known  to  the 
writer  of  agricultural  colleges,  or  agricultural  departments  of  col- 
leges, in  the  United  States  that  have  actually  put  pedagagical  courses 
or  departments  into  operation,  although  other  colleges  or  departments 
are  each  cooperating  more  or  less  with  the  education  department  of 
the  university  or  college  of  which  it  is  a part.  Several  of  the  colleges 
of  agriculture  are  now  considering  the  establishing  of  education 
courses.  It  is  probable  that  such  courses  will  constitute  the  most 
marked  departure  in  agricultural  college  work  in  the  immediate 
future.  As  yet  the  whole  subject  is  in  a formative  and  experimental 
stage.  These  colleges  have  a very  large  and  varied  constituency,  and 
they  properly  represent  all  the  phases  of  country  life.  It  is  incum- 
bent on  them  to  reach  directly  the  educational  phase,  and  it  is  incum- 
bent on  the  people  to  see  that  they  are  able  to  enter  this  field,  for  this 
is  a necessary  condition  to  the  evolution  of  the  public  schools. 


LIST  OF  REFERENCES. 


Agriculture  in  the  normal  schools..  Western  journal  of  education,  11 : 407^108, 
March,  1906. 

Special  number  containing  part  of  the  proceedings  of  the  California  teachers’ 
association,  1905. 

Bailey,  L.  H.  Newer  ideas  in  agricultural  education.  Educational  review,  20 : 
377-382,  November,  1900. 

Balcomb,  E.  E.  Agriculture  in  normal  schools : Courses  of  instruction  and 

financial  support.  National  education  association.  Journal  of  proceed- 
ings and  addresses,  1907,  p.  752-758. 

What  has  been  done  by  normal  schools  and  agricultural  colleges  for 

popular  education  in  agriculture.  National  education  association.  Jour- 
nal of  proceedings  and  addresses,  1907,  p.  1069-1075. 

Bishop,  E.  C.  Agriculture,  domestic  art,  and  manual  training  without  funds 
or  equipment.  National  education  association.  Journal  of  proceedings 
and  addresses,  1907,  p.  1076-1084. 

Carrington,  William  Thomas.  Correlating  the  cultural  and  the  practical.  In 
Schools  in  rural  communities.  Southern  educational  review,  1,  No.  1: 
7-11,  July,  1904. 

Davis,  B.  M.  Shall  teachers  be  prepared  to  give  instruction  in  elementary 
agriculture?  Western  journal  of  education,  11 : 5-15,  May,  1906. 

Dymond,  T.  S.  The  training  of  teachers  for  rural  schools  [England].  In  Sug- 
gestions on  rural  education  . . . London,  Eyre  and  Spottiswoode, 

1908.  p.  24-27.  8°. 

Kern,  O.  J.  The  training  of  teachers  for  country  schools.  In  Among  country 
schools.  By  O.  J.  Kern  . . . Boston  [etc.]  Ginn  and  co.  [c1906]  p. 

282-308.  12°. 

National  education  association.  Report  of  the  committee  on  industrial  educa- 
tion in  schools  for  rural  communities,  to  the  National  council  of  educa- 
tion, July,  1905.  [Winona,  Minn.]  Published  by  the  association,  1905, 
97  p.  8°. 

Supplementary  to  report  submitted  at  the  meeting  in  Asbury 

Park,  July,  1905 ; submitted  to  the  National  council  July  8,  1907.  National 
education  association.  Journal  of  proceedings  and  addresses,  1907,  p. 
409-454. 

Pendleton,  E.  M.  Duties  of  an  agricultural  professor.  National  education  asso- 
ciation. Addresses  and  journal  of  proceedings,  1876,  p.  266-72. 

Stevens,  F.  L.  A course  in  nature  study  for  the  teacher.  State  superintendent 
public  instruction,  Raleigh,  N.  C.,  1905.  p.  32. 

The  training  of  teachers  for  rural  schools.  Western  journal  of  education, 
11 : 188-199,  March,  1906. 

Special  number  containing  part  of  the  proceedings  of  the  California  teachers’ 
association,  1905. 

31388—08 4 49 


50 


LIST  OF  REFERENCES. 


True,  A.  C.  Notes  on  the  history  of  agricultural  pedagogy  in  the  United  States. 
Delivered  at  twenty-eighth  annual  meeting  of  the  Society  for  the  promo- 
tion of  agricultural  science,  1907.  [1907.]  Cover  title.  23  p.  8°. 

United  States.  Bureau  of  education.  Gardeners’  schools  in  Russia.  Report  of 
the  Commissioner  for  the  year  1897-98,  v.  2,  p.  1623-1639. 

From  advance  sheets  of  U.  S.  Consular  reports. 

Instruction  in  agriculture  in  rural  schools  of  France.  Report 

of  the  Commissioner  for  the  year  1897-98,  v.  2,  p.  1614-1620. 

Department  of  agriculture.  Office  of  experiment  stations.  The  teach- 
ing of  agriculture  in  the  rural  common  schools.  [Washington,  Govern- 
ment printing  office,  1904.]  20  p.  8°.  (Circular  of  information  no.  60.) 

Caption  title. 

This  ninth  report  of  the  committee  on  methods  of  teaching  agriculture  of 
the  association  of  American  agricultural  colleges  and  experiment  stations  was 
presented  to  the  convention  of  the  association  held  at  Des  Moines,  Iowa,  Novem- 
ber 1-3,  1904.  For  previous  reports  see  U.  S.  Dept.  Agr.  Office  of  experiment 
stations.  Bulletins  41,  p.  57  ; 49,  p.  29  ; 65,  p.  79  ; 76,  p.  39  ; 99,  p.  86  ; 115, 
p.  59  ; 123,  p.  45  ; 142,  p.  63,  and  Circulars  32,  37,  39,  41,  45,  49,  and  55. 


INDEX. 


Agricultural  and  Mechanical  College  of 
North  Carolina,  spring  normal  course, 
28. 

normal  course  in  agriculture,  46. 

Agricultural  colleges.  See  Colleges  of  agri- 
culture. 

Barto,  D.  O.,  instructor  in  secondary 
school  agriculture,  University  of  Illi- 
nois, 41. 

Agricultural  schools,  a means  of  training 
teachers,  34. 

Aids  to  teachers  of  agriculture,  25-29. 

Alabama,  district  industral  schools,  21. 

Bailey,  Prof.  L.  H.,  reference  in  letter  of 
transmittal,  6. 

Biology,  relation  to  instruction  in  agricul- 
ture in  high  schools,  19. 

Brown,  Elmer  Ellsworth,  Commissioner  of 
Education,  letter  of  transmittal,  5. 

Bureau  of  Education,  duties,  under  Mor- 
rill acts,  5. 

Canada,  peripatetic  teachers  of  agriculture, 
29. 

College  of  Agriculture,  Cornell  University, 
arrangement  for  normal  training  in 
agriculture,  36. 

College  of  Agriculture,  North  Dakota, 
teachers’  course,  46. 

College  of  Agriculture,  University  of  Illi- 
nois, course  in  high  school  agriculture, 
42. 

College  of  Agriculture,  University  of 
Maine,  pedagogical  course,  44. 

Colleges  of  agriculture,  short  courses  for 
teachers,  28. 

provision  for  training  teachers,  37. 
significance  of  normal  work,  39-48. 
head  of  system  of  normal  training  in 
agriculture,  40. 

Columbia  University,  teachers  college,  ar- 
rangement for  normal  teaching  in  agri- 
culture, 36. 

Consolidation  of  rural  schools,  discussed, 

11. 

Connecticut  Agricultural  College,  normal 
course  in  nature  study,  47. 

Cornell  University,  arrangement  for  nor- 
mal teaching  in  agriculture,  36. 
normal  course  in  nature  study,  42. 


Correspondence  method  of  aiding  teachers 
of  agriculture,  27. 

Country  schools,  instruction  in  agriculture, 
9-18. 

County  schools  of  agriculture,  a means  of 
training  teachers,  34. 

Course  of  study,  for  rural  schools,  in  agri- 
culture, 14-18. 

for  high  schools,  in  agriculture,  18—21. 
in  agricultural  colleges,  for  teachers,  28. 
of  Richland  County  Training  School,  32. 
of  Department  of  Agricultural  Education, 
Massachusetts  Agricultural  College,  41. 
for  training  high  school  teachers  of  agri- 
culture, University  of  ^Illinois,  42. 
of  normal  department  of  New  York  State 
College  of  Agriculture,  43. 
in  agriculture  in  Teachers  College,  Uni- 
versity of  Missouri,  44. 
in  horticulture  in  Teachers  College,  Uni- 
versity of  Missouri,  44. 
in  University  of  Maine  for  intending 
teachers  of  agriculture,  45. 
in  normal  department,  North  Carolina 
College  of  Agriculture  and  the  Mechanic 
Arts,  46. 

in  teachers’  course  of  North  Dakota  Ag- 
ricultural College,  47. 

Department  of  Agriculture,  aids  to  teach- 
ers, 29. 

Dunn  County  (Wis.)  Normal  School,  influ- 
ence on  neighboring  rural  schools,  32. 

Education  departments  of  universities,  nor- 
mal training  in  agriculture,  36. 

Elementary  schools,  instruction  in  agri- 
culture, 9-18,  39. 

not  a field  for  trained  teachers  of  agri- 
culture, 23. 

Farmers’  institutes,  cooperation  with  teach- 
ers’ institutes,  27. 

a study  in  University  of  Illinois,  42. 

Geography,  methods  of  instruction,  12. 

Georgia,  district  industrial  schools,  21. 
training  of  teachers  of  agriculture  in 
State  normal  school,  31. 

Grounds,  of  rural  schools,  14. 

Hampton  (Va.)  Normal  and  Agricultural 
Institute,  normal  training  in  agricul- 
ture, 35. 


51 


52 


INDEX, 


Hart,  W.  R.,  professor  of  agricultural  edu- 
cation, Massachusetts  Agricultural  Col- 
lege, 41. 

High  schools,  instruction  in  agriculture,  18. 
salaries  offered  to  teachers  of  agricul- 
ture, 23. 

for  training  teachers  of  agriculture,  33. 
training  at  Teachers  College  for  teach- 
ers of  agriculture,  36. 
training  of  normal  teachers  of  agricul- 
ture, 39,40. 

training  in  University  of  Illinois  for 
teachers  of  agriculture,  42. 

Horticulture,  pedagogical  work  in  Teach- 
ers College,  University  of  Missouri,  44. 

Illinois,  provisions  of  normal  school  schol- 
arship law,  31. 

influence  of  farmers’  institute  organiza- 
tion, 27. 

Industrial  education  in  schools  for  rural 
communities,  report  of  committee  of 
National  Council  of  Education,  16,  18, 
19. 

Industrial  schools,  a means  of  training 
teachers  of  agriculture,  34,  35. 

Institutes  for  teachers,  attention  to  agri- 
cultural subjects,  27. 

Laboratories  for  instruction  in  agriculture, 
in  rural  schools,  14. 
in  high  schools,  20. 

Leaflet  method  of  aiding  teachers  of  agri- 
culture, 27. 

Lectures,  for  teachers  of  agriculture,  27. 

Local  normal  schools,  work  in  agriculture, 
31. 

Lyon,  II.  H.,  course  of  study  in  agriculture 
for  a rural  school,  17. 

Macdonald  College,  Montreal,  influence  on 
teaching  agriculture,  35. 

Macdonald  Institute,  Ontario  Agricultural 
College,  training  of  teachers  of  agri- 
culture, 35. 

Marinette,  Wis.,  cooperation  of  normal  and 
agricultural  schools,  32. 

Massachusetts  Agricultural  College,  depart- 
ment of  agricultural  education,  41. 

Means  of  training  teachers  of  agriculture, 
23-37. 

Menominee,  Wis.,  cooperation  of  normal  and 
agricultural  school's,  32. 

Methods  of  teaching,  in  rural  set  Is,  12. 
for  agricultural  subjects,  24. 

Michigan,  agriculture  in  course  of  training 
classes,  34. 

Minnesota,  agricultural  high  school,  21. 
study  of  agriculture  in  summer  schools, 
26. 

Morrill  act,  reference  in  letter  of  trans- 
mittal, 5. 

Mumford,  Frederick  B.,  professor  of  the 
teaching  of  agriculture,  University  of 
Missouri,  44. 

National  Council  of  Education,  report  of 
committee  on  industrial  education  for 
rural  schools,  16,  18,  ID. 


Nature  study,  in  rural  schools,  14-18. 
an  outdoor  process,  24. 
in  spring  normal  course  of  A.  and'  M.  Col- 
lege of  North  Carolina,  28. 
normal  course  at  New  York  State  Col- 
lege of  Agriculture,  42. 
normal  course  in  Connecticut  Agricultural 
College,  47. 

Nebraska,  agriculture  in  normal  course  for 
high  schools,  34. 

Nelson  amendment  to  agricultural  appro- 
priation bill  of  1908,  reference  in  letter 
of  transmittal,  5. 
provisions  and  possibilities,  41. 
response  of  North  Dakota  Agricultural 
College,  46. 

New  York,  study  of  agriculture  in  a dis- 
trict school,— 16. 
special  agricultural  schools,  21. 

New  York  State  College  of  Agriculture, 
normal  course  in  nature  study,  42. 

Normal  classes  in  high  schools  for  teach- 
ers of  agriculture,  33. 

Normal  schools,  training  for  teachers  of 
agriculture,  30,  31. 

North  Carolina  College  of  Agriculture  and 
the  Mechanic  Arts,  spring  normal 
course,  28. 

normal  course  in  agriculture,  46. 

North  Dakota  Agricultural  College,  teach- 
ers’ course,  46. 

Office  of  Experiment  Stations,  aids  to 
teachers,  29. 

Ontario  Agricultural  College,  Macdonald 
Institute,  training  of  teachers  of  agri- 
culture, 35. 

Peripatetic  teachers,  for  teaching  agricul- 
ture in  rural  schools,  28. 

Richland  County  (Wis.)  Training  School, 
course  of  study,  32. 

Rural  schools,  instruction  in  agriculture, 
9-18. 

Scholarships  in  normal  schools,  provisions 
of  Illinois  law,  31. 

School  gardens,  for  rural  schools,  14. 
for  high  schools,  20. 

Schoolhouses,  character  in  rural  districts, 
13. 

Secondary  schools.  See  High  schools. 

Short  courses  in  agricultural  colleges  for 
teachers,  28. 

Special  schools,  instruction  in  agriculture, 

21. 

demand  for  special  teachers  of  agricul- 
ture, 23. 

Special  teachers  of  agriculture  for  rural 
schools,  13,  28. 

State  Normal  School  of  Georgia,  training 
of  teachers  of  agriculture,  31. 

State  normal  schools,  training  of  teach- 
ers of  agriculture,  30,  40. 

Summer  schools,  aids  to  teachers  of  agri- 
culture, 26. 

conducted  by  New  York  State  College  of 
Agriculture  for  nature  study,  42. 


INDEX, 


53 


Superintendent  of  Public  Instruction  of 
Illinois,  on  influence  of  farmers’  insti- 
tutes, 27. 

Teachers  of  agriculture,  extensional  aids, 
25-29. 

means  of  training,  23-37. 

possibilities  in  elementary  schools,  39. 

Teachers  College,  Columbia  University,  ar- 
rangement for  normal  training  in  agri- 
culture, 36. 

Teachers  College,  University  of  Missouri, 
normal  training  in  agriculture,  37,  43. 

Teachers’  colleges,  normal  training  in  agri- 
culture, 36. 

Teachers’  institutes,  attention  to  agricul- 
tural subjects,  27. 

speakers  from  Office  of  Experiment  Sta- 
tions, 29. 

Training  classes,  in  high  schools,  means  of 
training  teachers  of  agriculture,  33. 

Training  of  teachers  of  agriculture,  means, 
23-37. 

in  agricultural  colleges,  39-48. 

Universities,  normal  training  in  agricul- 
ture in  education  departments,  36. 


University  of  Illinois,  normal  course  in  ag- 
riculture, 41. 

University  of  Maine,  summer  school  of  ag- 
riculture, 26. 

pedagogical  course  in  college  of  agricul- 
ture, 44. 

University  of  Minnesota,  agricultural  high 
school,  21. 

University  of  Missouri,  normal  training  in 
agriculture,  37,  43. 

Vacation  schools,  aids  to  teachers  of  agri- 
culture, 26. 

Washington  (State)  Agricultural  College, 
courses  in  education,  48. 

Wausau,  Wis.,  cooperation  of  normal  and 
agricultural  schools,  32. 

Whitten,  John  C.,  professor  of  the  teaching 
of  horticulture,  University  of  Missouri, 
43. 

Wisconsin,  county  industrial  schools,  21. 
county  normal  schools,  31. 
separation  of  agricultural  and  normal 
work,  35. 


o 


■CO/ 


i^ertj  bI  tli  llnitei  States  ueternmcr 

UNITED  STATES  BUREAU  OF  EDUCATION 

BULLETIN,  1908:  NO.  2 WHOLE  NUMBER  385 


LIST  OF  PUBLICATIONS 

OF  THE 

UNITED  STATES  BUREAU  OF  EDUCATION 

1867-1907 


WASHINGTON 

GOVERNMENT  PRINTING  OFFICE 
1908 


CONTENTS 


Letter  of  transmittal _* 

I. — Annual  statements  of  the  Commissioner. 

II. — Annual  reports 

HI. — Circulars  of  information 

IV.— Bulletin 

V. — Miscellaneous  publications 

Index 


Page. 

5 

7 

7 

41 

48 

50 

55 


LETTER  OF  TRANSMITTAL. 


Department  of  the  Interior, 

Bureau  of  Education, 
Washington , May  13 , 1908. 

Sir:  I have  the  honor  to  transmit  herewith  a list  of  publications 
of  the  United  States  Bureau  of  Education  for  the  years  1867  to  1907, 
prepared  under  the  direction  of  the  present  librarian  of  the  Bureau, 
and  to  recommend  that  it  be  published  as  one  of  the  issues  of  the 
Bulletin  of  this  Office. 

This  list  is  intended  to  make  the  publications  of  the  Bureau  better 
known  and  to  facilitate  their  use.  It  should  be  of  service  to  librarians 
and  to  students  of  special  educational  problems.  I am  particularly 
desirous  that  so  far  as  possible  complete  sets  of  the  serial  publications 
of  this  Office  should  be  found  in  all  of  the  larger  reference  libraries, 
in  order  that  they  may  be  made  as  widely  and  immediately  useful  as 
they  can  be  made  in  all  parts  of  the  country.  This  publication  will 
undoubtedly  further  such  distribution  and  use  of  the  documents 
referred  to,  and  will  answer  many  of  the  special  inquiries  which  come 
from  time  to  time  to  this  Office. 

While  many  of  these  publications  are  out  of  print,  it  not  infre- 
quently happens  that  additional  copies  of  such  numbers  are  received 
at  the  library  of  the  Bureau  from  various  sources  and  so  become  avail- 
able for  redistribution.  In  view  of  such  experience  it  has  not  been 
thought  best  to  designate  any  of  these  publications  as  definitely  “ out 
of  print.”  In  a few  instances,  however,  not  even  a single  copy  is  to  be 
found  in  this  library.  All  such  issues  are  indicated  by  an  asterisk  (*) . 

A more  detailed  index  of  the  Annual  Reports  of  the  Commissioner 
of  Education  is  now  in  preparation. 

Very  respectfully, 

Elmer  Ellsworth  Brown, 

C ommissioner. 

The  Secretary  of  the  Interior. 


' 


• r 


LIST  OF  PUBLICATIONS  OF  THE  UNITED  STATES 
BUREAU  OF  EDUCATION  1867-1907.“ 


I.— ANNUAL  STATEMENTS  OF  THE  COMMISSIONER. 


1. 

1887 

(Dawson) 

Washington,  1887 

. 26  p. 

328 

2. 

1888 

1888- 

No  statement  issued. 

-9  (Dawson)  Washington,  1889.  19  p. 

327 

3. 

1890 

(Harris) 

Washington,  1890. 

17  p. 

168 

4. 

1891 

(Harris) 

Washington,  1891. 

21  p. 

180 

5. 

1892 

(Harris) 

Washington,  1892. 

21  p. 

189 

6. 

1893 

(Harris) 

Washington,  1893. 

25  p. 

204 

7. 

1894 

(Harris) 

Washington,  1894. 

29  p. 

213 

8. 

1895 

(Harris) 

Washington,  1895. 

27  p. 

219 

9. 

1896 

(Harris) 

Washington,  1896. 

31  p. 

230 

10. 

1897 

(Harris) 

Washington,  1897. 

35  p. 

235 

11. 

1898 

(Harris) 

Washington,  1898. 

32  p. 

245 

12. 

1899 

(Harris) 

Washington,  1899. 

47  p. 

259 

13. 

1900 

(Harris) 

Washington,  1900. 

49  p. 

266 

14. 

1901 

(Harris) 

Washington,  1901. 

45  p. 

277 

15. 

1902 

(Harris) 

Washington,  1902. 

41  p. 

285 

16. 

1903 

(Harris) 

Washington,  1903. 

39  p. 

333 

17. 

1904 

(Harris) 

Washington,  1904. 

39  p. 

344 

18. 

1905 

(Harris) 

Washington,  1905. 

48  p. 

351 

19. 

1906 

(Brown) 

Washington,  1906. 

42  p. 

362 

20. 

1907 

(Brown) 

Washington,  1907. 

18  p. 

378 

II.— ANNUAL  REPORTS. 

21.  1867-68  (Barnard)  Washington,  1868.  xl,  865  p.  1 

Official  circulars  and  documents  are  appended  to  a few  copies  of 
this  report  and  not  to  the  entire  edition.  The  report  without  the 
circulars  was  also  printed  as  40th  Cong.,  2d  session.  House  ex. 
doc.  299. 

Separates. 

22.  *Circular.  1-1 

Contents  : [Plan  of  monthly  circular.] — Education,  a na- 
tional interest : memorial  of  state  and  city  superintendents 
of  schools. — An  act  to  establish  a department  of  educa- 
tion.— Schedule  of  information  sought  by  the  Commissioner. 

(Official  circular  no.  1.) 


a The  serial  number  precedes  each  entry  ; the  publication  number  (in  heavy-faced  type) 
follows  the  entry.  Publications  should  be  ordered  by  publication  number.  Starred 
publications  (*)  are  not  found  in  the  library  of  the  Bureau. 


7 


8 


LIST  OF  PUBLICATIONS. 


Separates,  1867-68 — Continued. 

23.  ““Circular  respecting  plan  of  publication. 

Contents:  [Plan  of  publication.] — The  American  journal 
of  education,  documentary  history. — Classified  index  to  Bar- 
nard’s American  journal  of  education  V.  1-16. — Educa- 
tion, a national  interest : 1.  Historical  development ; 2. 
Speech  of  James  A.  Garfield  on  a bill  “ To  establish  a na- 
tional Bureau  of  education.”  (Official  circular  no.  2.) 

24.  [Educational  land  policy  of  the  United  States,]  August  1867, 

78  p.  (Official  circular  no.  3.) 

Varies  slightly  from  the  original. 


25. 


26. 


28. 

21). 

30. 

31. 


32. 


33. 


34. 


1869 
35.  1870 


[Constitutional  provision  respecting  education  in  each  state,] 
79-124  p.  (Official  circular  4-5.) 

Same.  Supplement  125-136  p. 

““[National  land  grants  for  educational  purposes.  Supple- 
ment.] State  colleges  and  schools  of  science  applied  to 
agriculture  and  the  mechanic  arts.  129-310  p.  (Offi- 
cial circular  no.  6.) 

*The  state  and  education  and  systems  of  public  instruc- 
tion. 311-368  p.  (Official  circular  no.  7.) 

Education  of  girls.  369-400  p.  (Official  circular  no.  8.) 

Report  on  female  education.  367-384  p.  (Official  circular 
no.  8.) 

Circular  respecting  academies  and  other  institutions  of 
secondary  education.  401-432  p.  (Official  circular  no. 
9.) 

[““Academies  and  secondary  education;  secondary  education 
in  Prussia.]  433-522  p.  (Official  circular  no.  10.) 

““School  architecture.  Part  II.  Plans  for  graded  schools 
1868.  513-648  p.  (Official  circular  no.  11.) 

Report  on  school  architecture  and  plans  for  graded  schools ; 
by  the  Commissioner  of  education.  Washington,  1870. 
513-648  p.  (Official  circular  no.  11.) 

Same.  Washington,  1871.  513-648  p.  (Official  circular 

no.  11.) 

[““State  normal  schools,  and  other  institutions  for  the  pro- 
fessional training  of  teachers.]  649-820  p.  (Official 
circular  no.  12.) 

““August,  1868.  8,  ix-lx  p. 

Contents  : Letter  to  editors  and  publishers  of  newspapers. — 
Educational  meetings  in  August,  1868. — Plan  of  publication 
adopted  by  the  Commissioner. — Circular  respecting  reports  and 
documents  for  1868. — Contents  of  special  report  on  public 
schools  in  the  District  of  Columbia  and  the  principal  cities  of 
the  U.  S. — Index  to  subjects  discussed  in  general  report  and 
documents. — Report  of  Commissioner  of  education,  1867-68,  etc. 
(Oificial  circular  no.  13.) 

What  is  education?  Opinions  of  eminent  men.  Washington, 
1870.  16  p. 

No  report  issued. 

(Eaton)  Washington,  1870.  579  p. 


Printed  also  as  41st  Cong.  3d  session.  House  ex.  doc.  1,  pt.  4. 


36.  1871  (Eaton)  Washington,  1872.  715  p. 

Printed  also  as  42d  Cong.  2d  session.  House  ex.  doc.  1,  pt.  5. 


1-2 


1-3 


1-4 


1—5 


1-6 


1-7 


1-8 


1-9 


104 


1-10 

1-11 


1-12 


3 


4 


ANNUAL  REPORTS. 


9 


Separate , 1S71. 


37. 

Report  on  the  national  schools  of  science;  by  D.  C.  Gilman. 
Washington,  1872.  20  p. 

314 

38. 

1872 

(Eaton)  Washington,  1873.  lxxxviii,  1018  p. 
Printed  also  as  42d  Cong.  3d  sess.  House  ex.  doc.  1,  pt.  5. 

5 

39. 

1873 

(Eaton)  Washington,  3875.  elxxviii,  870  p. 

Printed  also  as  43d  Cong.  1st  sess.  House  ex.  doc.  1,  pt.  5. 

6 

40. 

1874 

(Eaton)  Washington,  1875.  clii,  935  p. 

Printed  also  as  43d  Cong.  2d  sess.  House  ex.  doc.  1,  pt.  5. 

4 

13. 

1875 

(Eaton)  Washington,  1876.  clxxiii.  1016  p. 

Printed  also  as  44th  Cong.  1st  sess.  House  ex.  doc.  1,  pt.  5. 

H 

42. 

1876  (Eaton)  Washington,  1878.  ccxiii,  942  p. 

Printed  also  as  44th  Cong.  2d  sess.  House  ex.  doc.  1.  pt.  5. 
Separates. 

9 

43. 

The  study  of  Anglo-Saxon  by  F.  A.  March.  Washington, 
1876  V 475-579  p. 

Cover-title. 

320 

44. 

Latin  pronunciation;  by  W.  G.  Richardson.  Washington, 
1876?  484-497  p. 

Cover-title. 

321 

45. 

The  pronunciation  of  Greek  in  this  country;  by  James  R. 
Boise.  Washington,  1876?  480-483  p. 

Cover-title. 

322 

46. 

1877 

(Eaton)  Washington,  1879.  ccvi,  644  p. 

Printed  also  as  45th  Cong.  2d  session.  House  ex.  doc.  1.  pt.  5. 

10 

47. 

1S78 

("Eaton)  Washington,  1880.  ccl,  730  p. 

Printed  also  as  45th  Cong.  3d  session.  House  ex.  doc.  1.  pt.  5. 

11 

48. 

1879 

(Eaton)  Washington,  1881.  ccxxx,  757  p. 

Printed  also  as  46th  Cong.  2d  session.  House  ex.  doc.  1,  pt.  5. 

12 

49. 

1880 

(Eaton)  Washington,  1882.  cclxii,  914  p. 

Printed  also  as  46th  Cong.  3d  session.  House  ex.  doc.  1,  pt.  5. 

13 

50. 

1881 

(Eaton)  Washington,  1883.  cclxxvii,  840  p. 

14 

Printed  also  as  47th  Cong.  1st  session.  House  ex.  doc.  1.  pt.  5. 

51.  1882-83  (Eaton)  Washington,  1884.  ccxciii,  872  p.  15 

Printed  also  as  47th  Cong.  2d  session.  House  ex.  doc.  1,  pt.  5. 

52.  1883-84  (Eaton)  Washington,  1885.  cclxxi,  943  p.  16 

Printed  also  as  48th  Cong.  2d  session.  House  ex.  doc.  1,  pt.  5. 

53.  1S84-85  (Eaton)  Washington,  1886.  ccxvii,  848.  17 

Printed  also  as  49th  Cong.  1st  session.  House  ex.  doc.  1,  pt.  5. 

Separate. 

54.  Statistics  of  public  libraries  in  the  United  States.  143 

Washington,  1886.  ccxxix-ccxxx,  691-782  p. 

55.  1885-86  (Dawson)  Washington,  1887.  xxi,  792  p.  18 

Printed  also  as  49th  Cong.  2d  session.  House  ex.  doc.  1,  pt.  5. 

56.  1886-87  (Dawson)  Washington,  1888.  1170  p.  19 

Printed  also  as  50th  Cong.  1st  session.  House  ex.  doc.  1,  pt.  5. 

57.  1887-88  (Dawson)  Washington,  1889.  1209  p. 

Printed  also  as  50th  Cong.  2d  session.  House  ex.  doc.  1,  pt.  5. 


20 


10 


LIST  OF  PUBLICATIONS. 


58.  1888-89  (Harris)  Washington,  1891.  V.  1,  ix.,  669  p.  181 

— . Same.  V.  2,  vi,  67-1669  p.  182 

Printed  also  as  51st  Cong.  1st  session.  House  ex.  doc.  1,  pt.  5. 

Separates. 

59.  Part  I of  the  Report  of  the  Commissioner  of  education  for  183 

the  year  1888-89  with  the  Commissioner’s  introduction 
and  table  of  contents  of  Parts  I,  II,  III.  Special  edition. 
Washington,  1891.  lix,  274  p. 

60.  Chapter  24.  Report  of  the  general  agent  of  education  in  184 

Alaska  for  the  year  1888-89;  [by]  Sheldon  Jackson. 
Washington,  1891.  753-764  p. 

Cover-title. 

61.  Chapter  35.  Publications  of  the  United  States  Bureau  of  185 

education  from  1867  to  1890  with  subject-index.  Wash- 
ington, 1891.  1453-1551  p. 

62.  1889-90  (Harris)  Washington,  1893.  V.  1,  xxvii,  601  p.  198 

— . Same.  V.  2,  vii,  603-1724  p.  199 

printed  also  as  51st  Cong.  2d  session.  House  ex.  doc.  1,  pt.  5. 

Separates. 

63.  V.  2,  Chapter  17.  Education  in  Alaska,  1889-90 ; [by]  Shel-  191 

don  Jackson.  1245-1300  p. 

64.  1890-91  (Harris)  Washington,  1894.  V.  1,  xxx,  654  p.  207 

— . Same.  V.  2,  655-1549  p.  208 

Printed  also  as  52d  Cong.  1st  session.  House  ex.  doc.  1,  pt.  5# 

Separates. 

65.  Chapters  1-4.  Report  on  legal  education,  prepared  by  a com-  190 

mittee  of  the  American  bar  association  and  the  U.  S. 

Bureau  of  education.  Washington,  1893.  207  p. 

Advance  sheets  of  Chapters  13-16  of  Annual  report  1890-91, 
p.  376-578. 

66.  Chapter  24.  Education  in  southwestern  Virginia,  1890-91 ; 206 

by  A.  D.  Mayo.  Washington,  1894.  881-921  p. 

67.  Chapter  25.  Education  in  Alaska,  1890-91 ; [by]  Sheldon  203 

Jackson.  Washington,  1893.  923-960  p. 

68.  1891-92  (Harris)  Washington,  1894.  V.  1,  xxviii,  636  p.  211 

— . Same.  V.  2,  v,  637-1294  p.  212 

Printed  also  as  52d  Cong.  2d  session.  House  ex.  doc.  1,  pt.  5. 

Separates. 

69.  *Chapter  4.  Classification  in  graded  schools.  1892.  240 

70.  Chapter  28.  Education  in  Alaska,  1891-92;  [by]  Sheldon  214 

Jackson.  Washington,  1894.  873-892  p. 

71.  1892-93.  (Harris)  Washington,  1895.  V.  1,  lx.,  1224  p.  217 

— . Same.  V.  2,  v,  1225-2153  p.  218 

Printed  also  as  53d  Cong.  2d  sess.  House  ex.  doc.  1,  pt.  5. 

Separates. 

72.  Part  II,  Chapters  1-8.  Education  at  the  World’s  Columbian  223 

exposition,  including  reports  and  comments  by  American 
and  foreign  educators  and  delegates.  Washington,  1896. 

423-690  p. 

73.  Part  II,  Chapter  9.  Papers  prepared  for  the  World’s  library  224 

congress  held  at  the  Columbian  exposition ; ed.  by  Melvil 
Dewey.  Washington,  1896.  691-1014  p. 

74.  Part  II,  Chapter  10.  Notes  on  education  at  the  Columbian  225 

exposition ; by  John  Eaton.  Washington,  1896.  1015- 

1224  p. 


ANNUAL  REPORTS. 


11 


Separates , 1892-93 — Continued. 

75.  Part  III,  Chapter  9.  Education  in  Alaska,  1892-93;  [by]  220 

Sheldon  Jackson.  Washington,  1895.  1705-1748  p. 

Cover-title. 

76.  1893-94  (Harris)  Washington,  1896.  V.  1,  xlvii,  1061  p.  221 

— . Same.  1'.  2,  1063-2290  p.  222 

Printed  also  as  53d  Cong.  3d  session.  House  ex.  doc.  1,  pt.  5. 

Separates. 

77.  *Chapter  9.  Digest  of  the  laws  regulating  the  administra-  237 

tion,  character  and  finances  of  the  public  school  systems 
of  the  sta*tes  of  the  Union.  By  Wellford  Addis.  1898. 

78.  Chapter  15.  Educational  values ; [by  W.  T.  Harris.]  Wash-  250 

ington,  1904.  617-638  p. 

Cover-title. 


79.  Part  II,  Chapter  12.  Education  in  Alaska,  1893-94;  [by]  221-1 

Sheldon  Jackson.  Washington,  1896.  1451-1492  p. 

80.  Part  II,  Chapter  13.  Preliminary  list  of  American  learned  221-2 

and  educational  societies ; by  Stephen  B.  Weeks.  Wash- 
ington, 1896.  1493-1661  p. 

Cover-title. 

81.  Part  II,  Chapters  14-15.  Education  and  patho-social  226 

studies.  Washington,  1896.  1663-1699,  573-590  p. 

[Includes  also  Chapter  18,  from  Report  for  1889-90.] 

82.  1894-95  (Harris)  Washington,  1896.  V.  1,  lvii,  1152  p.  227 

— . Same.  V.  2,  v,  1153-2314  p.  228 

Printed  also  as  54th  Cong.  1st  session.  House  ex.  doc.  5. 

Separates. 

83.  Public  high  schools  and  private  secondary  schools  in  the  227—1 

United  States.  Washington,  1896.  19-105,  1890-2113  p. 

84.  Chapter  10.  Education  in  central  Europe.  Washington,  227—2 

1896.  321-473  p. 

85.  Chapters  19-21.  Chautauqua ; [by  Herbert  B.  Adams.]  Pen-  227—3 

sions  for  teachers.  Coeducation,  compulsory  attendance, 
American  students  in  foreign  universities,  continuation 
and  industrial  schools.  Washington,  1896.  977-1125  p. 

86.  Chapter  33.  Education  in  Alaska,  1894-95;  [by]  Sheldon  231 

Jackson.  Washington,  1896.  1425-1455  p. 

87.  1895-96  (Harris)  Washington,  1897.  V.  1,  lxxv,  965  p.  233 

— . Same.  V.  2,  vii,  967-2173  p.  234 

Printed  also  as  54th  Cong.  2d  session.  House  doc.  5. 

Separates. 

88.  Introductory  statement  of  the  Commissioner  of  education  233-1 

for  the  report  of  1895-96.  With  statistics  of  common 
schools.  Washington,  1897.  lxxv  p. 

89.  Chapter  1.  Laws  relating  to  city  school  boards ; [by  James  233-2 

C.  Boykin.]  Washington,  1897.  78  p. 

90.  Chapters  8-9.  Statistics  of  libraries  and  library  legislation  232 

in  the  United  States.  Washington,  1897.  339-599  p. 

91.  Chapter  12.  Education  in  Mexico-  and  Central  America ; 233-3 

[by  F.  F.  Hilder.]  Washington,  1897.  641-667  p. 

92.  Chapter  13.  The  fifth  International  prison  congress;  [by  233—4 

C.  D.  Randall.]  Washington,  1897.  669-700  p. 

93.  Chapter  15.  Commercial  education  in  Europe,  particularly  233—5 

in  Austria,  France,  and  Germany ; [by  Edmund  J. 

James.]  Washington,  1897.  721-837  p. 


12 


LIST  OF  PUBLICATIONS. 


94. 

95. 

96. 

97. 

98. 

99. 

100. 
101. 
102. 

103. 

104. 

105. 

106. 

107. 

108. 


Separates,  1895-96 — Continued. 

Chapter  17.  Horace  Mann.  Washington,  1897.  887-927  p.  233-6 

Chapter  18.  Correlation  of  studies.  Washington,  1897.  233-7 

929-938  p. 

Chapter  19.  Educational  directory.  Washington,  1897.  233—8 

939-965  p. 

Chapter  20.  Education  in  Sweden  and  Iceland.  Washing-  233-9 
ton,  1897.  967-1000  p. 

Cover-title. 

Chapter  21.  Typical  institutions  offering  manual  and  in-  233—10 
dustrial  training;  [compiled  by  James  C.  Boykin.) 
Washington,  1897.  1001-1152  p. 

Caption-title. 

Chapter  22.  Higher  and  secondary  education  in  the  United  233-11 
States  as  reported  by  Gabriel  Compare.  Washington, 

1897.  1153-1174  p. 

Cover-title. 

Chapter  23.  Mental  fatigue  in  school.  Washington,  1897.  233-12 
1175-1198  p. 

Cover-title. 

Chapter  24.  Instruction  in  agriculture  in  Prussia  and  233—13 
France.  Washington,  1897.  1199-1213  p. 

Cover-title. 

Chapter  25.  Industrial  education  in  Germany,  Austria,  and  233-14 
Switzerland.  Washington,  1897.  1215-1231  p. 

Cover-title. 

Chapter  26.  Advancement  and  improvement  of  agriculture  233—15 
in  Europe;  [compiled  by  Wellford  Addis.]  Washington, 

1897.  1233-1241  p. 

Cover-title. 

Chapter  27.  Colleges  of  agriculture  and  the  mechanic  arts;  233—16 
[compiled  by  Wellford  Addis.]  Washington,  1897. 
1243-1297  p. 

Cover-title. 

Chapter  28.  The  Bertillon  system  for  suppressing  crime;  233—17 
[by  Wellford  Addis.]  Washington,  1897.  1299-1311  p. 

Cover-title. 

Chapter  29.  Current  discussions.  Washington,  1897.  1313-  233—18 
1342  p. 

Cover-title. 

Contents  : I.  What  knowledge  is  of  most  worth  ? By 
Nicholas  Murray  Butler. — II.  The  relation  of  manual  train- 
ing and  art  education  ; by  C.  A.  Bennett. — III.  The  aesthetic 
element  in  manual  training ; by  Walter  S.  Goodnough. — IV. 
Limitations  to  artistic  manual  training ; by  C.  R. 

Richards. — V.  Some  principles  of  decorative  art ; by  W.  II. 

Goodyear. — VI.  The  Olympic  games  of  1896. — VII.  Ideals 
of  educational  work  ; by  W.  R.  Harper. 

Chapter  31.  Art  decorations  in  schoolrooms;  [compiled  by  233—19 
Stephen  B.  Weeks.]  Washington,  1897.  1363-1411  p. 

Cover-title. 

Chapter  32.  List  of  foreign  universities.  Washington,  1897.  283—20 
1413-1424  p. 

Cover-title. 


ANNUAL  REPORTS. 


13 


109. 

110. 

111. 

112. 

113. 

114. 

115. 

116. 

118. 

119. 

120. 

121. 

122. 

123. 

124. 


Separates,  1895-96  —Continued. 

Chapter  33.  Educational  matters  of  interest  in  various  233—21 
states.  Washington,  1907.  1425-1433  p. 

Cover-title. 

Chapter  34.  Report  on  education  in  Alaska;  [by  Sheldon  236 
Jackson.]  Washington,  1897.  1435-1468  p. 

Cover-title. 

Chapter  35.  Necrology,  1895.  Washington,  1897.  1469-  238-22 

1486  p. 

Cover-title. 

Chapter  36.  Statistics  of  city  school  systems.  Washington,  233—23 
1897.  1487-1553  p. 

Cover-title. 

Chapter  37.  Statistics  of  secondary  schools.  Washington,  233-24 
1897.  1555-1865  p. 

Cover-title. 

Chapter  38.  Statistics  of  normal  schools.  Washington,  233—25 
1897.  1867-1915  p. 

Cover-title. 

Chapter  39.  Statistics  of  higher  education  in  the  United  233-26 
States.  Washington,  1897.  1917-2020  p. 

Cover-title. 

Chapter  40.  Statistics  of  professional  and  allied  schools.  233—27 
Washington,  1897.  2021-2056  p. 

Cover-title. 

Chapter  41.  Statistics  of  commercial  and  business  schools.  233—28 
Washington,  1897.  2059-2079  p. 

Cover-title. 

Chapter  42.  Education  of  the  colored  race.  Washington,  233—29 
1897.  2081-2115  p. 

Cover-title. 

Chapter  43.  Statistics  of  schools  for  the  defective  classes.  233-30 
Washington,  1897.  2117-2137  p. 

Cover-title. 

Chapter  44.  Statistics  of  reform  schools.  Elementary  edu-  233—31 
cation  in  foreign  countries.  Washington,  1897.  2139- 
2151  p. 

Cover-title. 

1896-97  (Harris)  Washington,  1898,  V.  1,  lxxx,  1136  p.  238 

Same.  V.  2,  vii,  1137-2390.  239 

Printed  also  as  55th  Cong.  2d  sess.  House  doc.  5. 

Separates. 

Introductory  statement  of  the  Commissioner  of  education  238—1 
for  the  Report  of  1896-97.  Washington,  1898.  lxxx  p. 

Chapter  1.  Education  in  Great  Britain  and  Ireland;  [by  238—2 
Anna  Tolman  Smith.]  Washington,  1898.  27  p. 

Cover-title. 

Chapter  2.  Education  in  France;  [by  Anna  Tolman. Smith.  | 238-3 

Washington,  1898.  29-70  p. 

Cover-title. 


14 


LIST  OF  PUBLICATIONS. 


125. 

120. 

127. 

128. 

129. 

130. 

131. 

132. 

133. 

134. 

135. 

136. 

137. 

138. 

139. 


S epara  t es,  1 896-1 )7 — Contin  ued. 

Chapter  3.  Education  in  Denmark;  [by  Frances  Graham  238—4 
French.]  Washington,  1898.  71-101  p. 

Cover-title. 

Chapter  4.  Education  in  Norway ; [by  Frances  Graham  238-5 
French.]  Washington,  1898.  103-123  p. 

Cover-title. 

Chapter  5.  Education  in  central  Europe.  Washington,  238—6 

1898.  125-206  p. 

Cover-title. 

Chapter  6.  Commercial  education  in  Europe.  Washing-  238-7 

ton,  1898.  207-231  p. 

Cover-title. 

Chapter  7.  Teaching  of  civics  in  Switzerland,  France,  and  238—8 
England.  Washington,  1898.  233-266  p. 

Cover-title. 

Chapter  8.  Education  in  Greece;  [by  Daniel  Quinn.]  238—9 

Washington,  1898.  267-347  p. 

Cover-title. 

Chapter  9.  Sunday  schools;  [by  Janies  H.  Blodgett.]  238—10 

Washington,  1898.  349-425  p. 

Cover-title. 

Chapter  10.  The  curriculum  of  the  land-grant  colleges;  238—11 
[compiled  by  Wellford  Addis.]  Washington,  1898. 

427-456  p. 

Cover-title. 

Chapter  11.  College  admission  requirements.  Washing-  238-12 
ton,  1898.  457-613  p. 

Cover-title. 

Chapter  13.  Psychological  tendencies;  the  study  of  imita-  238—13 
tion.  Washington,  1898.  671-694  p. 

Cover-title. 

Chapter  14.  Discussion  of  educational  topics;  by  President  238—14 
Francis  A.  Walker,  of  the  Massachusetts  institute  of 
technology,  with  some  account  of  his  life.  Washington, 

1898.  695-714  p. 

Caption-title. 

Chapter  16.  Henry  Barnard;  by  A.  D.  Mayo.  Washington,  238-15 
1898.  769-810  p. 

Cover-title. 

Chapter  18.  Entrance  requirements  for  engineering  col-  238—16 
leges.  Washington,  1898.  891-898  p. 

Cover-title. 

Chapter  19.  Early  history  of  the  kindergarten  in  St.  238-17 
Louis,  Missouri.  Washington,  1898.  899-922  p. 

Cover-title. 

Chapter  20.  Some  recent  contributions  of  biology,  sociology  238—18 
and  metallurgy  to  the  curriculum  of  colleges  endowed  by 
the  federal  government  for  the  benefit  of  agriculture  and 
the  mechanic  arts;  [by  Wellford  Addis.]  Washington, 

1898.  923-1080  p. 

Caption-title. 


ANNUAL  REPORTS. 


15 


140. 

141. 

142. 

143. 

144. 

145. 

146. 

147. 

148. 

149. 

150. 

151. 

152. 

153. 

154. 

155. 


Separates,  1896-97 — Continued. 

Chapter  21.  Tennessee  centennial  and  international  expos!-  238—19 
sition;  [by  J.  C.  Boykin.]  Washington,  1898.  1081- 
1109  p. 

Cover-title. 

Chapter  22.  Educational  directory.  Washington,  1898.  238—20 
1111-1136  p. 

Cover-title.  # 

Chapter  23.  Federal  and  state  aid  to  higher  education ; [by  238-21 
Wellford  Addis.]  Washington,  1898.  1137-1164  p. 

Cover-title. 

Chapter  24.  First  common  schools  of  New  England;  [by  238—22 
George  Gary  Bush.]  Washington,  1898.  1165-1186  p. 

Cover-title. 

Chapter  25.  The  learned  professions  and  social  control ; [by  238—23 
Wellford  Addis.]  Washington,  1898.  1187-1239  p. 

Cover-title. 

Chapter  26.  Eskimo  vocabularies;  [by  Roger  Wells  and  238-24 
J.  W.  Kelly.]  Washington,  1898.  1241-1275  p. 

Cover-title. 

Chapter  27.  Educational  matters  of  interest  in  various  238—25 
states.  Washington,  1898.  1277-1363  p. 

Cover-title. 

Chapter  28.  Foreign  universities.  Washington,  1898.  1365-  238-26 

1378  p. 

Cover-title. 

Chapter  30.  The  teaching  of  geography  in  certain  foreign  238—27 
countries.  Washington,  1898.  1475-1493  p. 

Cover-title. 

Chapter  31.  Consular  reports  on  educational  topics.  Wash-  238—28 
ington,  1898.  1495-1505  p. 

Cover-title. 

Chapter  32.  Miscellaneous  educational  topics.  Washington,  238—29 
1898.  1507-1522  p. 

Cover-title. 

Chapter  34.  The  growth  of  Toronto  children ; by  Franz  238-30 
Boas.  Washington,  1898.  1541-1599  p. 

Cover-title. 

Chapter  35.  Education  in  Alaska,  1896-97;  [by]  Sheldon  246 
Jackson.  Washington,  1898.  1601-1646  p. 

Cover-title. 

Chapter  36.  Statistics  of  higher  education  in  the  United  238-31 
States.  Washington,  1898.  1647-1755  p. 

Cover-title. 

. Chapter  37.  Agricultural  and  mechanical  colleges;  [by  238-32 
Wellford  Addis.]  Washington,  1898.  1757-1771  p. 

Cover-title. 

Chapter  38.  Statistics  of  professional  and  allied  schools.  238—33 
Washington,  1898.  1773-1817  p. 

Cover-title. 


16 


LIST  OF  PUBLICATIONS. 


156. 

157. 

158. 

159. 

160. 
161. 
162. 

163. 

164. 

165. 

166. 

167. 

168. 

169. 

170. 


Separates,  1 896-97 — Continued. 

Chapter  39.  Statistics  of  normal  schools.  Washington,  238-34 
1898.  1819-1871  p. 

Cover-title 

Chapter  40.  Statistics  of  secondary  schools.  Washing-  238—35 
ton,  1898.  1873-2166  p. 

Cover-title. 

Chapter  41.  Statistics  of  city  school  systems.  Washington,  238—36 
1898.  2167-2255  p. 

Cover-title. 

Chapter  42.  Statistics  of  commercial  and  business  schools.  238—37 
Washington,  1898.  2257-2277  p. 

Cover-title. 

Chapter  43.  Manual  and  industrial  training.  Washing-  238—38 
ton,  1898.  2279-2294  p. 

Cover-title. 

Chapter  45.  Statistics  of  schools  for  the  defective  classes.  238—39 
Washington,  1898.  2335-2355  p. 

Cover-title. 

Chapter  46.  Statistics  of  reform  schools.  Washington,  238-40 

1898.  2357-2373  p. 

Cover-title. 

1897-98  (Harris)  Washington,  1899.  V.  1,  cxx,  1280  p.  257 

Same.  V.  2,  vii,  1281-2640  p.  258 

Printed  also  as  55th  Cong.  3d  sess.  House  doc.  5. 

Separates. 

Introductory  statement,  with  statistics  of  state  school  25 7- L 
systems.  Washington,  1899.  xl-xcvii  p. 

Cover-title. 

Courses  of  study  in  medical  schools.  Washington,  1899.  257—2 

xclx-cxx  p. 

Cover-title. 

Chapter  1.  History  of  the  German  school  system;  [by  Dr.  257—3 
E.  Noble.]  Washington,  1899.  82  p. 

Cover-title. 

Chapter  2.  Summer  schools  in  England,  Scotland,  France,  257—4 
and  Switzerland;  by  Herbert  B.  Adams.  Washington, 

1899.  83-131  p. 

Cover-title. 

Chapter  3.  Education  in  Great  Britain  and  Ireland;  [by  257—5 
Anna  Tolman  Smith.]  Washington,  1899.  133-167  p. 

Cover-title. 

Chapter  4.  Education  in  Canada;  by  Anna  Tolman  Smith.  257—6 
Washington,  1899.  169-187  p. 

Cover-title. 

Chapter  5.  Public  education  in  Australia,  New  Zealand,  257—7 
and  Tasmania;  by  Anna  Tolman  Smith.  Washington, 

1899.  189-214  p. 

Cover-title. 

Chapter  6.  Education  in  central  Europe.  Washington,  257—8 
1899.  215-256  p. 

Cover-title. 


171. 


ANNUAL  REPORTS. 


17 


172. 

173. 

174. 

175. 

176. 

177. 

178. 

179. 

180. 
181. 

182. 

183. 

184. 

185. 


8 epa  ra  tes , 1 897-98— Con  ti  n u ed . 

Chapter  7.  Means  for  spreading  hygienic  knowledge  among  257-9 
the  people;  [by  Leo  Burgerstein.]  Washington,  1899. 

257-268  p. 

Cover-title. 

Chapter  8.  Report  on  the  European  textile  schools;  by  C.  257-10 
P.  Brooks.  Washington,  1899.  269-293  p. 

Cover-title. 

Chapter  9.  International  congress  on  technical  education;  257-11 
by  C.  P.  Brooks.  Washington,  1899.  295-338  p. 

Cover-title. 

Chapter  10.  Education  in  India;  by  W.  E.  DeRiemer.  257-12 
Washington,  1899.  339-354  p. 

Cover-title. 

Chapter  11.  The  organization  and  reconstruction  of  state  257-13 
systems  of  common-school  education  in  the  north  At- 
lantic states  from  1830  to  1865 ; by  A.  D.  Mayo.  Wash- 
ington 1899.  355-486  p. 

Caption-title. 

Chapter  12.  Physical  training;  by  Edward  Mussey  Hart-  257—14 
well.  Washington,  1899.  487-589  p. 

Cover-title. 

Chapter  13.  Notes  on  the  history  of  foreign  influence  upon  257—15 
education  in  the  United  States;  by  B.  A.  Hinsdale. 
Washington,  1899.  591-629  p. 

Caption-title. 

Chapter  15.  The  public  school  and  the  public  library.  257—16 
Washington,  1899.  673-692  p. 

Cover-title. 

Chapter  16.  Education  in  France;  prepared  by  Anna  Tol-  257-17 
man  Smith.  Washington,  1899.  693-788  p. 

Cover-title. 

Chapter  17.  Notes  on  the  history  of  American  text-books  on  257—18 
arithmetic ; by  James  M.  Greenwood.  Washington,  1899. 

789-868  p. 

Caption-title. 

Chapter  20.  Education  in  Cuba,  Porto  Rico,  and  the  Phil-  257—19 
ippines;  by  R.  L.  Packard.  Washington,  1899.  909- 
983  p. 

Cover-title. 

Chapters  21-25.  Experimental  study  of  children,  including  248 
anthropometrical  and  psycho-physical  measurements  of 
Washington  school  children  and  a bibliography;  by 
Arthur  MacDonald.  Washington,  1899.  987-1204,  1281- 
1390  p. 

Chapter  22.  Education  in  the  Argentine  Republic,  Uruguay,  257-20 
and  Brazil;  [by  F.  F.  Hilder.l  Washington,  1899.  1205- 
1233  p. 

Cover-title. 

Chapter  23.  Dental  education  in  the  United  States.  Wash-  257-21 
ington,  1899.  1235-1254  p. 

Cover-title. 

43488—08 2 


18 


LIST  OF  PUBLICATIONS. 


186. 

187. 

188. 

189. 

190. 

191. 

192. 

193. 

194. 

195. 

196. 

197. 

198. 

199. 

200. 


Separates,  3 897-98 — Contin ued. 

Chapter  24.  Educational  directory.  Washington,  1899.  257—22 
1255-1280  p. 

Cover-title. 

Chapter  26.  Report  of  the  committee  of  twelve  of  the  Mod-  257—23 
ern  language  association  of  America.  Washington,  1899. 
1391-1433  p. 

Caption-title. 

Chapter  27.  University  types  and  ideals.  Washington,  257—24 
1899.  1435-1460  p. 

Cover-title. 

Chapter  28.  State  supervision  of  degree-conferring  institu-  257—25 
tions.  Washington,  1899.  1461-1476  p. 

Cover-title. 

Chapter  29.  Report  on  school  statistics,  made  by  a com-  257—26 
mittee  of  the  Department  of  superintendence  of  the 
National  educational  association.  Washington,  1899. 
1477-1488  p. 

Caption-title. 

Chapter  30.  Medical  inspection  of  schools.  Washington,  257—27 
1899.  1489-1511  p. 

Cover-title. 

Chapter  31.  Bible  study  in  American  colleges.  Washing-  257—28 
ton,  1899.  1513-1538  p. 

Cover-title. 

Chapter  32.  The  Bible  in  the  public  schools  and  state  257—29 
universities.  Washington,  1899.  1539-1574  p. 

Cover-title. 

Chapter  33.  Methods  of  instruction  in  agriculture.  Wash-  257—30 
ington,  1899.  1575-1616  p. 

Cover-title. 

Chapter  34.  Extracts  from  consular  reports.  Washington,  257—31 
1899.  1623-1658  p. 

Cover-title. 

Chapter  35.  Legal  provisions  of  the  various  states  relating  257—32 
to  teachers’  examinations  and  certificates;  [by  James 
H.  Blodgett.]  Washington,  1899.  1659-1691  p. 

Caption-title. 

Chapter  36.  Current  questions.  Washington,  1899.  1693-  257—33 

1713  p. 

Cover-title. 

Chapter  39.  last  of  foreign  universities.  Washington,  257—34 
1899.  1741-1751  p. 

Cover-title. 

Chapter  40.  Education  in  Alaska;  [by  Sheldon  Jackson.]  257—35 
Washington,  1899.  1753-1771  p. 

Cover-title. 

Chapter  41.  Eighth  annual  report  of  the  introduction  of  257—36 
domestic  reindeer  into  Alaska ; [by  Sheldon  Jackson.] 
Washington,  1899.  1773-1796  p. 

Caption-title. 


ANNUAL  REPORTS. 


19 


201. 

202. 

203. 

204. 

205. 

206. 

207. 

208. 

209. 

210. 
211. 
212. 

213. 

214. 

215. 

216. 


Separates,  1897-98 — Continued. 

Chapter  42.  Institutions  for  higher  education  in  the  United  257—37 
States.  Washington,  1899.  1797-1901  p. 

Cover-title. 

Chapter  44.  Agricultural  and  mechanical  colleges;  [com-  257—38 
piled  by  Wellford  Addis.]  Washington,  1899.  1969- 

1990  p. 

Cover-title. 

Chapter  45.  Statistics  of  normal  schools.  Washington,  257—39 
1899.  1991-2041  p. 

Cover-title. 

Chapter  46.  Statistics  of  secondary  schools.  Washington,  257-40 
1899.  2043-2336  p. 

Cover-title. 

Chapter  47.  Statistics  of  city  school  systems;  [by  James  257—41 
C.  Boykin.]  Washington,  1899.  2337-2418  p. 

Cover-title. 

Chapter  48.  Manual  and  industrial  training.  Washington,  257-42 
1899.  2419-2440  p. 

Cover-title. 

Chapter  49.  Statistics  of  commercial  education  in  the  257—43 
United  States.  Washington,  1899.  2441-2477  p. 

Cover-title. 

Chapter  50.  Education  of  the  colored  race.  Washington,  257-44 
1899.  2479-2507  p. 

Cover-title. 

Chapter  51.  Statistics  of  schools  for  the  defective  classes.  257—45 
Washington,  1899.  2509-2527  p. 

Cover-title. 

Chapter  • 52.  Statistics  of  reform  schools.  Washington,  257—46 
1899.  2529-2535  p. 

Cover-title. 

Chapter  53.  Public  and  private  kindergartens.  Washington,  257—47 
1899.  2537-2579  p. 

Cover-title. 

Chapter  54.  Necrology  of  1897.  Washington,  1899.  2581-  257—48 

2611  p. 

Cover-title. 

Chapter  55.  Statistics  of  education  in  foreign  countries.  257—49 
Washington,  1899.  2612-2619  p. 

Cover-title. 

1898-99  (Harris)  Washington,  1900.  V.  1,  xcii,  1248  p.  260 

Same.  V.  2,  viii,  1249-2518  p.  261 

Printed  also  as  56th  Cong.  1st  sess.  House  doc.  5. 

Separates. 

The  Commissioner’s  introductory  statement,  with  statistics  260-1 
of  state  school  systems.  Washington,  1900.  ix-xcii. 

Cover-title. 

Chapter  1.  Education  in  Great  Britain  and  Ireland.  Wash-  260-2 
ington.  1900.  65  p. 

Cover-title. 


20 


LIST  OF  PUBLICATIONS. 


217. 

218. 
210. 
220. 
221. 
222. 

223. 

224. 

225. 

226. 

227. 

228. 

229. 

230. 


8 epa  ra  t es , 1898-99 — Con  t i n lied . 

Chapter  2.  Education  in  Australasia.  Washington,  1900. 
67-87  p. 

Cover-title. 

Chapter  3.  Education  in  Belgium.  Washington,  1900. 
89-123  p. 

Cover-title. 

Chapter  4.  Education  in  central  Europe.  Washington,  1900. 
125-235  p. 

Cover-title. 

Chapter  5.  Education  in  Sweden.  Washington,  1900.  237- 

257  p. 

Cover-title. 

Chapter  6.  State  education  in  Japan  ; [by  Robert  E.  Lewis.] 
Washington,  1900.  259-302  p. 

Cover-title. 

Chapter  7.  Classification  and  promotion  of  pupils.  Wash- 
ington, 1900.  303-356  p. 

Cover-title. 

Chapter  8.  The  development  of  the  common  school  in  the 
western  states  from  1830  to  1865;  [by  A.  D.  Mayo.] 
Washington,  1900.  357-450  p. 

Caption-title. 

Chapter  9.  The  Royal  normal  college  for  the  blind,  London, 
together  with  incidents  in  the  life  of  its  founder  and 
president,  Dr.  F.  J.  Campbell,  a native  of  Tennessee, 
U.  S.  A.,  by  John  Eaton.  Washington,  1900.  451-470  p. 

Caption-title. 

Chapter  10.  Minor  mental  abnormalities  in  children  as 
occasioned  by  certain  erroneous  school  methods;  [by 
William  O.  Krohn.]  Washington,  1900.  471-478  p. 

Cover-title. 

Chapter  11.  Miscellaneous  educational  topics.  Washing- 
ton, 1900.  479-685  p. 

Cover-title. 

Chapter  12.  The  study  of  art  and  literature  in  schools; 
[by  W.  T.  Harris.]  Washington,  1900.  687-700  p. 

Cover-title. 

Chapter  13.  The  Western  literary ' institute  and  college  of 
* professional  teachers ; [by  B.  A.  Hinsdale  and  Mary  L. 
Hinsdale.]  Washington,  1900.  707-745  p. 

Cover-title. 

Chapter  14.  The  United  States  Naval  academy  at  An- 
napolis, its  organization  and  methods  of  training;  by 
Edward  S.  Holden.  Washington,  1900.  747-780  p. 

Caption-title. 

Chapter  15.  Notes  on  the  history  of  American  text-books  on 
arithmetic;  [by  James  M.  Greenwood  and  Artemas  Mar- 
tin.] Washington,  1900.  781-837  p. 

Cover-title. 


260-3 

260-4 

260-5 

260-6 

260-7 

268 

260-8 

260-9 

260-10 

269 

260-11 

260-12 

260-18 

260-14 


ANNUAL  REPORTS. 


21 


231. 

232. 

233. 

234. 

235. 

236. 

237. 

238. 

239. 

240. 

241. 

242. 

243. 

244. 

245. 

246. 


Separates,  1898-99 — Continued. 

Chapter  16.  Public  education  in  Italy  and  its  reform;  [by  260—15 
Alexander  Oldrini.]  Washington,  1900.  839-870  p. 

Cover-title. 

Chapter  17.  Educational  training  for  railway  service;  [by  260—16 
J.  Shirley  Eaton.]  Washington,  1900.  871-955  p. 

Cover-title. 

Chapter  18.  University  extension  in  Great  Britain ; [by  260—1 7 
Herbert  B.  Adams.]  Washington,  1900.  957-1055  p. 

Cover-title. 

Chapter  19.  Bird's-eye  view  of  the  St.  Louis  public  school  260—18 
system  in  1880;  [by  W.  T.  Harris.]  Washington,  1900. 
1057-1066  p. 

Cover-title. 

Chapter  21.  Education  in  France.  Washington,  1900.  260—19 
3085-1138  p. 

Cover-title. 

Chapter  22.  Confederate  text-books,  a preliminary  bibli-  260—20 
ography;  [by  Stephen  B.  Weeks.]  Washington,  1900. 
1139-1155  p._ 

Cover-title. 

Chapters  23-24.  List  of  educational  periodicals  in  the  260—21 
United  States.  Washington,  1900.  1157-1187  p. 

Cover-title. 

Chapter  25.  Applied  (or  economic)  geography.  Washing-  260-22 
ton,  1900.  1189-1208  p. 

Cover-title. 

Chapter  26.  Swedish  gymnastics;  [by  Theodore  Hough.]  260—23 
Washington,  1900.  1209-1226  p. 

Cover-title. 

Chapter  27.  The  future  of  the  colored  race.  Washington,  260-24 
1900.  1227-1248  p. 

Cover-title. 

Chapter  28.  Education  and  crime.  Washington,  1900.  260—25 

1249-1343  p. 

Cover-title. 

Chapter  29.  Education  in  Canada.  Washington,  1900.  260—26 

1345-1365  p. 

Cover-title. 

Chapter  30.  William  Preston  Johnston’s  work  for  a new  260-27 
South;  | by  A.  D.  Mayo.]  Washington,  1900.  1367- 
1371  p. 

Cover-title. 

Chapters  31-32.  Education  in  Alaska,  1898-99;  [by]  Shei-  267 
don  Jackson.  Washington,  1900.  1373-1432  p. 

Chapter  33.  Consular  reports.  Washington,  1900.  1433-  260—28 
1457  0. 

Cover-title. 

Chapter  34.  List  of  foreign  universities.  Washington,  260—29 
1900.  1459-1473  p. 

Cover-title. 


22 


LIST  OF  PUBLICATIONS. 


Separates,  1898-99 — Continued. 

247.  Chapter  35.  Current  questions.  Washington,  1900.  1475-  260-30 

1490  p. 

Caption-title. 

Contents  : Teachers’  salaries  in  cities. — Teachers’  pen- 
sions and  annuities. — The  teaching  force  in  England  and 
Wales. — Foreign  students  in  German  universities. — Women 
students  in  Prussian  universities. — Causes  of  mortality 
among  teachers. — A new  history  of  education. 

248.  Chapter  36.  Statistics  of  city  school  systems.  Washington,  260-31 

1900.  1491-1558  p. 

Cover-title. 

249.  Chapter  37.  Institutions  for  higher  education.  Washing-  260-32 

ton,  1900.  1559-1674  p. 

Cover-title. 

250.  Chapter  38.  Statistics  of  professional  and  allied  schools.  273 

Washington,  1900.  1675-1735  p. 

Cover-title. 

# 

251.  Chapter  39.  Agricultural  and  mechanical  colleges.  Wash-  260-33 

ington,  1900.  1737-1788  p. 

Cover-title. 


252. 


253. 


254. 


255. 


256. 


257. 


258. 


259. 


260. 

261. 


Chapter  40.  Statistics  of  normal  schools.  Washington,  260-34 
1900.  1789-1842  p. 

Cover-title. 

Chapter  42.  Manual  and  industrial  training.  Washington,  260-35 
1900.  2139-2162  p. 

Cover-title. 

Chapter  44.  Education  of  the  colored  race.  Washington,  260—36 
1900.  2201-2225  p. 

Cover-title. 

Chapter  45.  Statistics  of  reform  schools.  Washington,  260-37 
1900.  2227-2233  p. 

Cover-title. 

Chapter  46.  Statistics  of  schools  for  the  defective  classes.  260-38 
Washington,  1900.  2235-2255  p. 

Cover-title. 

Chapter  47.  Statistics  of  public  kindergartens.  Washington,  260—39 
1900.  2257-2262  p. 

Cover-title. 

Chapter  48.  Contributions  to  the  history  of  normal  schools  260—40 
in  the  United  States;  [by  M.  A.  Newell. 1 Washington, 

1900.  2263-2470  p. 

Cover-title. 

Chapter  49.  Necrology  for  1898.  Washington,  1900.  2471-  260-41 
2490  p. 

Cover-title. 

Chapters  50-51.  Portable  school  buildings.  Education  in  260—42 
foreign  countries.  Washington,  1900.  2497-2509  p. 

Cover-title. 

1899-1900.  (Harris)  Washington,  1901.  V.  1,  lxxx,  1280  p.  275 

Same.  V.  2,  vii.,  1281-2648  p.  276 


Printed  also  as  56th  Cong.  2d  sess.  House  doc.  5. 


ANNUAL  REPORTS. 


23 


262. 

263. 

264. 

265. 

266. 

267. 

268. 

269. 

270. 

271. 

272. 

273. 


Separates,  1899-1900. 

The  Commissioner’s  introductory  statement,  with  statistics  275—1 
of  state  school  systems.  Washington,  1901.  ix-lxxx  p. 

Cover-title. 

Chapter  1.  Public  education  in  British  India.  Washing-  275—2 
ton,  1901.  43  p. 

Cover-title. 

Chapter  2.  The  development  of  English  secondary  schools  275—3 
for  boys ; by  Dr.  Ph.  Aronstein.  Washington,  1901. 

45-84  p. 

Caption-title. 

Chapter  3.  Truant  schools.  Washingon,  1901.  85-219  p.  275-4 

Cover-title. 

Chapter  4.  Education  in  Porto  Rico;  [by  John  Eaton.]  275-5 
Washington,  1901.  221-273  p. 

Cover-title. 

Chapter  5.  Educational  extension  in  the  United  States;  [by  275-6 
Herbert  B.  Adams.]  Washington,  1901.  275-379  p. 

Cover-title. 

Chapter  6.  Some  historical  documents  bearing  upon  com-  275-7 
mon  school  education  in  Virginia  and  South  Carolina 
previous  to  the  Civil  war.  Washington,  1901.  381- 

426  p. 

Caption-title. 

Contents  : 1.  Proposed  plan  for  the  organization  and  sup- 
port of  common  schools  in  Virginia  ; by  Henry  Ruffner. — 2. 

Address  of  Henry  A.  Wise  to  his  late  constituents. — 3.  Let- 
ter of  Dr.  J.  H.  Thornwell  to  Governor  Manning  on  public 
instruction  in  South  Carolina  (1853). 

Chapter  7.  The  organization  and  development  of  the  Ameri-  275—8 
can  common  school  in  the  Atlantic  and  central  states  of 
the  South,  1830  to  1860;  by  A.  D.  Mayo.  Washington, 

1901.  427-561  p. 

Caption-title. 

Chapter  8.  Papers  read  at  Chicago  meeting  of  Department  275—9 
of  superintendence,  1900.  Washington,  1901.  563-602  p. 

Cover-title. 

Contents  : 1.  Status  of  education  at  the  close  of  the  cen- 
tury ; by  N.  M.  Butler. — 2.  Trail  of  the  city  superintendent ; 
by  Aaron  Gove. — 3.  Obligations  and  opportunities  of  scholar- 
ship ; by  E.  A.  Alderman. — 4.  Alcohol  physiology  and  super- 
intendence ; by  W.  O.  Atwater. 

Chapter  9.  The  role  of  the  school-teacher  in  the  struggle  275-10 
against  alcoholism;  [by  A.  Sluys.]  Washington,  1901. 

603-614  p. 

Caption-title. 

Chapter  10.  Readjustment  of  the  collegiate  to  the  profes-  275—11 
sional  course;  [by  Simeon  E.  Baldwin.]  Washington, 

1901.  615-628  p. 

Cover-title. 

Chapter  11.  Justification  of  the  public  high  school;  [by  275—12 
H.  H.  Morgan.]  Washington,  1901.  629-642  p. 

Cover-title. 


24 


LIST  OF  PUBLICATIONS. 


274. 

275. 

276. 

277. 

278. 

279. 

280. 
281. 
282. 

283. 

284. 

285. 

286. 

287. 

288. 


Separates,  1899-1900— Continued. 

Chapter  12.  Free  high  schools  for  rural  pupils;  [by  Henry  275—13 
R.  Corbett.  1 Washington,  1901.  643-662  p. 

Cover-title. 

Chapter  13.  Public  libraries  and  public  schools.  Washing-  275-14 
ton,  1901.  663-719  p. 

Cover-title. 

Chapter  14.  Education  in  central  Europe.  Washington,  275—15 
1901.  721-894  p. 

Cover-title. 

Chapter  15.  Public  play  grounds  and  vacation  schools.  275—16 
Washington,  1901.  895-904  p. 

Cover-title. 

Chapter  16.  The  Old  South  work;  [by  Edwin  D.  Mead.]  275-17 
Washington,  1901.  905-921  p. 

Cover-title. 

Chapter  17.  Public,  society  and  school  libraries.  Wash-  278 
ington,  1901.  923-1165  p. 

Cover-title. 

Chapter  18.  Education  in  Great  Britain  and  Ireland.  275—18 

Washington,  1901.  1167-1244  p. 

Cover-title. 

Chapter  19.  List  of  educational  periodicals  in  the  United  275-19 
States.  Washington,  1901.  1245-1248  p. 

Cover-title. 

Chapter  20.  Educational  directory.  Washington,  1901.  275-20 
1249-1275  p. 

Cover-title. 

Chapter  22.  Contributions  to  the  history  of  the  Hopkins  275—21 
grammar  school,  New  Haven,  Connecticut,  1660  to  1900; 
[compiled  by  H.  K.  Willard.]  Washington,  1901.  1281- 
1296  p. 

Cover-title. 

Chapter  23.  The  language  question  in  Greece  and  some  275-22 
reflections  suggested  by  it;  [by  Daniel  Quinn.]  Wash- 
ington, 1901.  1297-1319  p. 

Cover-title. 

Chapter  24.  The  legislative  career  of  Justin  S.  Morrill;  275-23 
[by  George  W.  Atherton.]  Washington,  1901.  1321- 
1335  p. 

Cover-title. 

Chapter  25.  Miscellaneous  educational  topics.  Washington,  275—24 
1901.  1337-1387  p. 

Cover-title. 

Chapter  26.  Educational  matters  of  interest  in  various  275-25 
states.  Washington,  1901.  1389-1422  p. 

Cover-title. 

Chapter  27.  Consular  reports.  Washington,  1901.  1423-  275—26 
1450  p. 

Cover-title. 


ANNUAL  REPORTS. 


25 


289. 

290. 

291. 

292. 

293. 

294. 

295. 

296. 

297. 

298. 

299. 

300. 

301. 

302. 

303. 

304. 


Separates,  1899-1900- — Continued. 

Chapter  28.  Sociology  at  the  Paris  exposition  of  1900;  [by  275-39 
Lester  F.  Ward.]  Washington,  1901.  1451-1593  p. 

Cover-title. 

Chapters  32-33.  Education  and  reindeer  in  Alaska,  1899-  279 

1900;  [by]  Sheldon  Jackson.  Washington,  1901.  1733- 

1785  p. 

Chapter  34.  City  school  systems.  Washington,  1901.  1787-  275—27 

1854  p. 

Cover-title. 

Chapter  35.  Institutions  for  higher  education.  Washing-  275—28 
ton,  1901.  1855-1957  p. 

Cover-title. 

Chapter  36.  Statistics  of  professional  and  allied  schools.  284 
Washington,  1901.  1959-2029  p. 

Cover-title. 

Chapter  37.  Agricultural  and  mechanical  colleges.  Wash.-  275-29 
ington,  1901.  2031-2065  p. 

Cover-title. 

Chapter  38.  Statistics  of  normal  schools.  Washington,  275-30 
1901.  2067-2117  p. 

Cover-title. 

Chapter  39.  Statistics  of  secondary  schools.  Washington,  275—31 
1901.  2119-2436  p. 

Cover-title. 

Chapter  40.  Manual  and  industrial  training.  Washington,  275—32 
1901.  2437-2467  p. 

Cover-title. 

Chapter  41.  Commercial  and  business  schools.  Washing;  275-33 
ton,  1901.  2469-2499  p. 

Cover-title. 

Chapter  42.  Education  of  the  colored  race.  Washington,  275—34 
1901.  2501-2531  p. 

Cover-title. 

Chapter  43.  Statistics  of  reform  schools.  Washington,  275-85 
1901.  2533-2539  p. 

Cover-title. 

Chapter  44.  Schools  for  the  defective  classes.  Washington,  275—36 
1901.  2541-2562  p. 

Cover-title. 

Chapter  45.  Statistics  of  public  kindergartens.  Washing-  275-37 
ton,  1901.  2563-2568  p. 

Cover-title. 

Chapter  46.  Current  topics.  Washington,  1901.  2569-  275-38 

2621.  p. 

Cover-title. 

1900-1901  (Harris)  Washington,  1902.  Y.  1,  cxii,  1216  p. 

Same.  V.  2,  vii,  1217-2512  p. 

Printed  also  as  57th  Cong.  1st  sess.  House  doc.  5. 


287 

288 


26 


LIST  OF  PUBLICATIONS. 


305. 

306. 

307. 

308. 

309. 

310. 

311. 

312. 

313. 

314. 

315. 

316. 

317. 

318. 

319. 


Separates,  1900-1901. 

Chapter  1.  Education  in  central  Europe.  Washington,  1902.  287—1 

128  p. 

Cover-title. 

Chapter  2.  A legislative  history  of  the  public  school  sys-  287-2 
tem  of  Ohio;  [comp,  by  Mary  L.  Hinsdale.]  Washing- 
ton, 1902.  129-159  p. 

Cover-title. 

Chapter  5.  Educational  pathology  or  self-government  in  287-3 
schools.  Washington,  1902.  235-262  p. 

Cover-title. 

Chapter  6.  International  association  for  the  advancement  287—4 
of  science,  arts,  and  education ; [by  Patrick  Geddes.] 
Washington,  1902.  263-304  p. 

Cover-title. 

Chapter  7.  Educational  training  for  railroad  service.  Wash-  287—5 
ington,  1902.  305-323  p. 

Cover-title. 

Chapter  8.  From  fundamental  to  accessory  in  the  develop-  287-6 
rnent  of  the  nervous  system  and  of  movements.  Wash- 
ington, 1902.  325-344  p. 

Caption-title. 

Chapter  9.  Inhibition.  Washington,  1902.  345-356  p.  287—7 

Cover-title. 

Chapter  12.  Letter  as  to  establishment  of  a normal  school  287—8 
in  Virginia ; by  E.  S.  Joynes.  Washington,  1902.  491- 
507  p. 

Cover-title. 

Chapter  13.  Education  in  the  South;  addresses  delivered  287—9 
at  the  tenth  annual  meeting  of  the  Southern  educational 
association,  held  at  Richmond,  Virginia,  December  27- 
29,  1900.  Washington,  1902.  509-530  p. 

Caption-title. 

Chapter  14.  German  instruction  in  American  schools;  [by  287—10 
L.  Viereck.]  Washington,  1902.  531-708  p. 

Cover-title. 

Chapter  15.  The  first  comprehensive  attempts  at  child  287—11 
study.  Washington,  1902.  709-729  p. 

Cover-title. 

Chapter  17.  Notices  of  some  early  English  writers  on  edu-  287—12 
cation ; with  descriptions,  extracts,  and  notes  by  Foster 
Watson.  Washington,  1902.  861-884  p. 

Caption-title. 

Chapter  18.  Third  annual  conference  of  the  Association  of  287-13 
Catholic  colleges.  Washington,  1902.  885-938  p. 

Cover-title. 

Chapter  19.  Education  in  Great  Britain  and  Ireland.  Wash-  287-14 
ington,  1902.  939-1008  p. 

Cover-title. 

Chapter  20.  The  public  school  problem  in  the  South;  [by  287—15 
Charles  W.  Dabney.  1 Washington,  1902.  1009-1026  p. 

Cover-title. 


ANNUAL  REPORTS. 


27 


320. 

321. 

322. 

323. 

324. 

325. 

326. 

327. 

328. 

329. 

330. 

331. 

332. 

333. 

334. 


Separates , 1900-1901 — Continued. 

Chapter  21.  Temperance  instruction.  Washington,  1902.  287-16 
1027-1050  p. 

Cover-title. 

Chapters  22-23.  Relations  of  the  National  Government  to  287-17 
higher  education  and  research;  [by  Charles  D.  Walcott.] 

The  Carnegie  institution  of  Washington,  D.  C.  Wash- 
ington, 1902.  1051-1080  p. 

Cover-title. 

Chapter  24.  Education  in  France.  Washington,  1902.  287—19 

1081-1136  p. 

Cover-title. 

Chapter  25.  Higher  commercial  education.  Washington,  287—20 
1902.  1137-1182  p. 

Cover-title. 

Chapter  26.  List  of  educational  periodicals  in  the  United  287—21 
States.  Washington,  1902.  1183-1187  p. 

Cover-title. 

Chapter  27.  Educational  directory.  Washington,  1902.  287—22 

1189-1216  p. 

Cover-title. 

Chapter  28.  Coeducation  of  the  sexes  in  the  United  States.  287-23 
Washington,  1902.  1217-1315  p. 

Cover-title. 

Chapter  29.  The  present  educational  movement  in  the  Phil-  287—24 
ippine  Islands;  by  Fred  W.  Atkinson.  Washington,  1902. 
1317-1440  p. 

Caption-title. 

Chapter  30.  Foreign  universities.  Washington,  1902.  287—25 

1441-1457  p. 

Cover-title. 

Chapter  31.  Report  on  education  in  Alaska;  [by  Sheldon  287—26 
Jackson.]  Washington,  1902.  1459-1480  p. 

Cover-title. 

Chapter  32.  Eleventh  annual  report  on  the  introduction  of  287—27 
domestic  reindeer  into  Alaska;  [by  Sheldon  Jackson.] 
Washington,  1902.  1481-1498  p. 

Caption-title. 

Chapter  33.  Consular  reports.  Washington,  1902.  1499-  287—28 

1525  p. 

Cover-title. 

Chapter  34.  City  school  systems.  Washington,  1902.  1527-  287-29 

3610  p. 

Cover-title. 

Chapter  37.  Agricultural  and  mechanical  colleges.  Wash-  287—30 
ington,  1902.  1801-1841  p. 

Cover-title. 

Chapter  38.  Statistics  of  normal  schools,  Washington,  287—31 
1902.  1843-1901  p. 

Cover-title. 

Chapter  39.  Statistics  of  secondary  schools.  Washington, 

1902.  1903-2230  p. 


335. 


299 


28 


LIST  OF  PUBLICATIONS. 


836. 

337. 

338. 

339. 

340. 

341. 

342. 

343. 

344. 

345. 

346. 

347. 

348. 

349. 

350. 


Separates,  3900-1901 — Continued. 

Chapter  40.  Manual  and  industrial  training.  Washington,  287-32 
1902.  2231-2268  p. 

Cover-title. 

Chapter  41.  Commercial  and  business  schools.  Washing-  287-33 
ton,  1902.  2269-2297  p. 

Cover-title. 

Chapter  42.  Education  of  the  colored  race.  Washington,  287—34 
1902.  2299-2331  p. 

Cover-title. 

Chapter  43.  Statistics  of  reform  schools.  Washington,  287—35 
1902.  2333-2349  p. 

Cover-title. 

Chapter  44.  Schools  for  the  defective  classes.  Washington,  287—36 
1902.  2351-2376  p. 

Cover-title. 

Chapter  45.  Instruction  in  mining  engineering.  Washing-  287—37 
ton,  1902.  2377-2394  p. 

Cover-title. 

1902  (Harris)  Washington,  1903.  V.  1,  cxii,  1176  p.  329 

Same.  Y.  2,  vii,  1177-2447  p.  330 

Printed  also  as  57th  Cong.  2d  sess.  House  doc.  5. 

Separates . 

The  Commissioner’s  introductory  statement  with  statistics  329—1 
of  state  school  systems.  Washington,  1903.  ix-cxii.  p. 

Cover-title. 

Chapter  1.  General  laws  relating  to  agricultural  and  me-  329—2 
ehanical  land-grant  colleges.  Washington,  1903.  90  p. 

Cover-title. 

Chapter  2.  Franklin’s  influence  in  American  education ; by  329—3 
Francis  Newton  Thorpe.  Washington,  1903.  91-190  p. 

Cover-title. 

Chapter  *3.  The  college-bred  negro.  Washington,  1903.  329—4 

191-229  p. 

Cover-title. 

Chapter  4.  Francis  Wayland  Parker  and  his  work  for  edu-  329—5 
cation,  including  an  address  by  him  on  the  Quincy 
method  and  an  account  of  the  Cook  county  normal 
school.  Washington,  1903.  231-284  p. 

Caption-title. 

Chapter  5.  The  work  of  certain  northern  churches  in  the  329—6 
education  of  the  freedmen  1861-1900;  by  A.  D.  Mayo. 
Washington,  1903.  285-314  p. 

Caption-title. 

Chapter  6.  Laws  relating  to  temperance  instruction.  329-7 
Washington,  1903.  315-338  p. 

Cover-title. 

Chapter  7.  Necrology  for  1899,  1900,  and  1901.  Washing-  329—8 
ton,  1903.  339-422  p. 

Cover-title. 


ANNUAL  REPORTS. 


29 


351. 

352. 

353. 

354. 

355. 

356. 

357. 

358. 

359. 

360. 

361. 

362. 

363. 

364. 

365. 


Separa  tcs , 1902 — Continued. 

Chapter  8.  Education  in  Canada.  Washington,  1903.  423-  329-9 

463  p. 

Cover-title. 

Chapter  9.  Education  in  the  British  South  African  colonies.  329-10 
Washington,  1903.  465-480  p. 

Cover-title. 

Chapter  10.  Notices  of  some  early  English  writers  on  329—11 
education.  Part  II,  with  descriptions,  extracts  and 
notes ; by  Foster  Watson.  Washington,  1903.  481-508  p. 

Caption-title. 

Chapter  11.  Medical  inspection  of  schools  abroad;  [by  Leo  329—12 
Burgerstein  and  August  Netolitzky.]  Washington,  1903. 

509-526  p. 

Cover-title. 

Chapter  12.  Admission  to  college  on  certificate  of  second-  329-13 
ary  schools.  Washington,  1903.  527-539  p. 

Cover-title. 

Chapter  13.  Miscellaneous  educational  topics.  Washington,  329—14 
1903.  541-646  p. 

Cover-title. 

Chapter  14.  Educational  progress  of  the  year  1901-02 ; [by  329-15 
William  R.  Harper.]  Washington,  1903.  647-666  p. 

Cover-title. 

Chapter  15.  Education  in  France.  Washington,  1903.  667-  329—16 
719  p. 

Cover-title. 

Chapter  16.  Education  of  the  will ; [by  F.  Buisson.J  Wash-  329-17 
ington,  1903.  721-740  p. 

Cover-title. 

Chapter  17.  Education  in  Italy.  Washington,  1903.  741-  329—18 

787  p. 

Cover-title. 

Contents  : I.  Progress  of  public  education  in  Italy ; by 
Tullio  de  Suzzara- Verdi. — II.  The  Bacelli  bill  for  the  reform 
of  higher  education  in  Italy  ; by  Alexander  Oldrini. 

Chapter  18.  Illiteracy  of  the  voting  population  in  the  329—19 
United  States.  Washington,  1903.  789-818  p. 

Cover-title. 

Chapter  19.  Foreign  universities.  Washington,  1903.  819-  329—20 

836  p. 

Cover-title. 

Chapter  20.  Commercial  education  in  Switzerland.  Wash-  329-21 
ington,  1903.  837-855  p. 

Cover-title. 

Chapter  21.  Consular  reports  on  education.  Washington,  329—22 
1903.  857-885  p. 

Cover-title. 

Chapter  22.  Henry  Barnard.  Washington,  1903,  887-926  p.  329-23 

Cover-title. 


30 


LIST  OF  PUBLICATIONS. 


866. 

367. 

368. 

369. 

370. 

371. 

372. 

373. 

374. 

375. 

376. 

377. 

378. 

379. 

380. 

381. 

382. 


8 epa  ra  t es,  1902 — Con  tin  ned. 

Chapter  23.  Length  of  the  college  course.  Washington,  329—24 
1903.  927-948  p. 

Cover-title. 

Chapter  24.  Oxford  university.  Washington,  1903.  949-  329—25 
999  p. 

Cover-title. 

Chapter  25.  Education  in  Great  Britain  and  Ireland.  329—26 
Washington  1903.  1001-1068  p. 

Cover-title. 

Chapter  26.  Correspondence  schools.  Washington,  1903.  329—27 

1069-1094  p. 

Cover-title. 

Chapter  27.  Child  study  in  Chicago.  Washington,  1903.  329-28 

1095-1138  p. 

Cover-title. 

Chapter  28.  Education  in  Russia;  [by  E.  Kovalevsky.]  329—29 
Washington,  1903.  1139-1146  p. 

Cover-title. 

Chapter  29.  Educational  periodicals.  Washington,  3903.  329-30 

1147-1150  p. 

Cover-title. 

Chapter  30.  Educational  directory.  Washington,  1903.  329-31 
1151-1176  p. 

Cover-title. 

Chapter  31,  Education  in  Porto  Rico.  Washington,  1903.  329—32 
1177-1227  p. 

Cover-title. 

Chapter  34.  Statistics  of  city  school  systems.  Washington,  329-33 
1903.  1271-1346  p. 

Caption-title. 

Chapter  36.  Professional  'schools.  Washington,  1903.  329-34 

1499-1549  p. 

Cover-title. 

Chapter  37.  Agricultural  and  mechanical  colleges.  Wash-  329-35 
ington,  1903.  3551-1579  p. 

Cover-title. 

Chapter  38.  Statistics  of  normal  schools.  Washington,  329-36 
1903.  1581-1639  p. 

Cover-title. 

Chapter  41.  Commercial  and  business  schools.  Washing-  329—37 
ton,  1903.  2003-2041  p. 

Cover-title. 

Chapter  42.  Schools  for  nurses.  Washington,  1903.  2043-  329-38 

2061  p. 

Cover-title. 

Chapter  43.  Education  of  the  colored  race.  Washington,  329—39 
1903.  2063-2095  p. 

Cover-title. 

Chapter  44.  Statistics  of  reform  schools.  Washington,  329—40 
1903.  2097-2114  p. 

Cover-title. 


ANNUAL  REPORTS. 


31 


383. 

384. 

385. 

386. 

387. 

388. 

389. 

390. 

391. 

392. 

393. 

394. 

395. 

396. 

397. 


Separates , 1902 — Continued. 

Chapter  48.  Changes  in  the  age  of  college  graduation;  [by  329—41 
W.  Scott  Thomas.]  Washington,  1903.  2199-2208  p. 

Cover-title. 

Chapter  49.  Report  on  school  statistics;  made  by  a com-  329—42 
mittee  of  the  Department  of  superintendence  of  the 
National  educational  association.  Washington,  1903. 
2209-2218  p. 

Cover-title. 

Chapter  50.  Education  in  the  Philippines.  Washington,  329—43 
1903.  2219-2271  p. 

Cover-title. 

Chapter  51.  Statistics  of  public  and  private  kindergartens.  329—44 
Washington,  1903.  2273-2309  p. 

Cover-title. 

Chapter  52.  Illiteracy  in  the  United  States.  Washington,  329—45 

1903.  2311-2346  p. 

Cover-title. 

Chapter  53.  Current  topics.  Washington,  1903.  2347-  329-46 
2422  p. 

Cover-title. 

1903  (Harris)  Washington,  1905.  V.  1,  cxii,  1216  p.  341 

Same.  V.  2,  viii,  1217-2512  p.  342 

Printed  also  as  58th  Cong.  2d  sess.  House  doc.  5. 

Separates. 

The  Commissioner’s  introduction  and  statistics  of  state  341—1 
school  systems.  Washington,  1905.  cvii  p. 

Cover-title. 

Chapter  1.  Vacation  schools,  playgrounds  and  settlements;  341—2 
[by  Henry  S.  Curtis.]  Washington,  1904.  38  p. 

Cover-title. 

Chapter  2.  General  laws  relating  to  agricultural  and  me-  341—3 
chanical  land-grant  colleges.  Washington,  1904.  39- 

226  p. 

Cover-title. 

Chapter  3.  Education  in  Great  Britain  and  Ireland.  WTash-  341—4 
ington,  1904.  227-271  p. 

Cover-title. 

Chapter  4.  Education  in  London  under  the  administration  341—5 
of  the  London  school  board.  Washington,  1904.  273- 

292  p. 

Cover-title. 

Chapter  5.  American  universities;  [by  Charles  F.  Thwing.J  341-6 

Washington,  1904.  293-317  p. 

Cover-title. 

Chapter  6.  Notices  of  some  early  English  writers  on  educa-  341—7 
tion,  1553-1574;  [by  Foster  WTatson.]  Washington, 

1904.  319-350  p. 

Cover-title. 

Chapter  7.  The  public  school  systems  of  the  United  States ; 341-8 

[by  Aaron  Gove.]  Washington,  1904.  351-358  p. 

Cover-title. 


32 


LIST  OF  PUBLICATIONS. 


398. 

399. 

400. 

401. 

402. 

403. 

404. 

405. 

406. 

407. 

408. 

409. 

410. 


Separates,  1903 — Continued. 

Chapter  8.  The  educational  movement  in  the  South;  [by  341—9 
Wyckliffe  Rose.]  Washington,  1904.  359-390  p. 

Cover-title. 

Chapter  9.  The  final  establishment  of  the  American  com-  341—10 
mon  school  system  in  West  Virginia,  Maryland,  Virginia, 
and  Delaware,  1863-1900;  [by  A.  D.  Mayo.]  Wash- 
ington, 1904.  391-462  p. 

Cover-title. 

Chapter  10.  The  present  status  of  the  certification  of  341-11 
teachers  in  the  United  States;  [by  William  Roberts 
Jackson.]  Washington,  1904.  463-519  p. 

Cover-title. 

Chapter  11.  J.  L.  M.  Curry  and  his  services  to  education  341—12 
in  the  South.  Washington,  1904.  521-552. 

Cover-title. 

Contents  : I.  Proceedings  of  the  trustees  of  the  Pea- 
body fund. — II.  Eulogium  of  Dr.  J.  L.  M.  Curry ; by  E.  A. 
Alderman. — III.  Services  of  Doctor  Curry  in  connection 
with  the  Peabody  fund ; by  A.  D.  Mayo. — IV.  Education 
in  the  southern  states  ; by  J.  L.  M.  Curry. 

Chapter  12.  Secondary  education;  [by  Elmer  Ellsworth  341—13 
Brown.]  Washington,  1904.  553-583  p. 

Cover-title. 

Chapter  13.  Education  in  France.  Washington,  1904.  585-  341—14 

622  p. 

Cover-title. 

Chapter  14.  Consular  reports  on  education.  Washington,  341—15 
1904.  623-667  p. 

Cover-title. 

Chapter  15.  Foreign  universities  and  other  foreign  institu-  341—16 
tions  of  higher  education  in  1903.  Washington,  1904. 

669-687  p. 

Cover-title. 

Chapter  16.  The  kindergarten ; [by  Laura  Fisher.]  Wash-  341—17 
ington,  1904.  689-719  p. 

Cover-title. 

Chapter  17.  On  physical  training;  [by  Edward  Mussey  341—18 
Hartwell.]  Washington,  3904.  721-757  p. 

Cover-title. 

Chapter  18.  Public,  society,  and  school  libraries.  Wash-  341-19 
ington,  1904.  759-1017  p. 

Cover-title. 

Chapter  19.  Manual,  industrial,  and  technical  education  341-20 
in  the  United  States;  [by  Calvin  M.  Woodward.] 
Washington,  1904.  1019-1046  p. 

Cover-title. 

Chapter  20.  Coeducation  in  the  schools  and  colleges  of  the  341—21 
United  States;  [by  Anna  Tolman  Smith.]  Washington, 

1904.  1047-1078  p. 

Cover-title. 


ANNUAL  REPORTS. 


33 


411. 

412. 

413. 

414. 

415. 

416. 

417. 

418. 

419. 

420. 

421. 

422. 


Separates,  1903 — Continued. 

Chapter  21.  The  Catholic  parochial  schools  of  the  United  341—22 
States;  [by  Morgan  M.  Sheedy.]  Washington,  1904. 

1079-1101  p. 

Cover-title. 

Chapter  22.  The  state  normal  schools  of  the  United  States;  341-23 
[by  Eliphalet  Oram  Lyte.]  Washington,  1904.  1103- 

1136  p. 

Cover-title. 

Chapter  23.  Exhibit  of  the  Bureau  of  education  at  the  341—24 
Louisiana  purchase  exposition.  Washington,  1904. 

1137-1184  p. 

Cover-title. 

Chapter  24.  Educational  periodicals.  Washington,  1904.  341-25 
1185-1188  p. 

Cover-title. 

Chapter  25.  Educational  directory.  Washington,  1904.  341-26 
1189-1216  p. 

Cover-title. 

Chapter  26.  Courses  of  study  in  German  schools.  Wash-  341—27 
ington,  1904.  1217-1242  p. 

Cover-title. 

Chapter  27.  Report  on  the  Chilean  educational  congress  341—28 
and  exhibit,  1902-3;  [by  John  Vavasour  Noel.]  Wash- 
ington, 1904.  1243-1274  p. 

Cover-title. 

Chapter  28.  Necrology.  Washington,  1904.  1275-1301  p.  341—29 

Cover-title.  * 

Chapter  29.  Sketches  of  educational  benefactors  and  lives  341-30 
devoted  to  education;  [by  John  Eaton.]  Washington, 

1904.  1303-1343  p. 

Cover-title. 

Chapter  30.  Miscellaneous  educational  topics.  Washing-  341—31 
ton,  1904.  1345-1372  p.  , 

Caption-title. 

Contents  : Education  in  America  ; by  Joseph  Choate. — 

A good  urban  school  organization ; by  Charles  W.  Eliot. — 

The  expenditure  for  popular  education  justified  by  its  re- 
sults ; by  Charles  W.  Eliot. — Address  of  the  Commissioner 
of  education  at  the  dedication  of  the  McKinley  manual 
training  school,  Washington,  D.  C. — Agricultural  education 
in  high  schools  ; by  Willett  M.  Hays. 

Chapter  31.  Biographical  notices.  Washington,  1904.  341-32 
1373-1390  p. 

Caption-title. 

Contents  : Emerson  E.  White. — Alice  Freeman  Palmer. — 

Frank  A.  Hill. — Charles  Ammi  Cutter. — William  E.  Dodge. — 

Josiah  Willard  Gibbs. 

Chapter  32.  Statistics  of  city  school  systems.  Washington,  341-33 
1904.  1391-1502  p. 

Caption-title. 


43488—08 3 


34 


LIST  OF  PUBLICATIONS. 


423. 

424. 

425. 

426. 

427. 

428. 

429. 

430. 

431. 

432. 

433. 

434. 

435. 

436. 

437. 


Separates,  1903 — Continued. 

Chapter  33.  Universities,  colleges,  and  technological  341-34 
schools.  Washington,  1904.  1503-1625  p. 

Cover-title. 

Same.  Washington,  1905.  1503-1625  p.  349 

Cover-title. 

Chapter  34.  Agricultural  and  mechanical  colleges.  Wash-  341—35 
ington,  1904.  1627-1672  p. 

Cover-title. 

Chapter  35.  Professional  instruction.  Washington,  1904.  341—36 
1673-1751  p. 

Cover-title. 

Chapter  36.  Statistics  of  normal  schools.  Washington,  341—37 
1904.  1753-1811  p. 

Cover-title. 

Chapter  37.  Statistics  of  secondary  schools.  Washington.  341—38 
1904.  1813-2137  p. 

Same.  Washington,  1905.  1813-2137  p.  350 

Cover-title. 

Chapter  38.  Manual  and  industrial  training.  Washington,  341—39 
1904.  2139-2190  p. 

Cover-title. 

Chapter  39.  Commercial  and  business  schools.  Washington,  341—40 
1904.  2191-2227  p. 

Cover-title. 

Chapter  40.  Schools  for  nurses.  Washington,  1904.  2229-  345 

22|51  p. 

Cover-title. 

Chapter  41.  Schools  for  the  colored  race.  Washington,  341—41 
1904.  2253-2285  p. 

Cover-title. 

Chapter  42.  Reform  schools.  Washington,  1904.  2287-  341—42 

2303  p. 

Cover-title. 

Chapter  43.  Schools  for  the  defective  classes.  Washington,  341—13 
1904.  2305-2332  p. 

Cover-title. 

Chapter  44.  Report  on  education  in  Alaska ; by  Sheldon  341—44 
Jackson.  Washington,  1904.  2333-2364  p. 

Cover-title. 

Chapter  45.  Introduction  of  domestic  reindeer  into  Alaska ; 341—45 
by  Sheldon  Jackson.  Washington,  1904.  2365-2384  p. 

Cover-title. 

Chapter  46.  Education  in  the  Philippines,  Hawaii,  and  341—16 
Cuba.  Washington,  1904.  2385-2395  p. 

Cover-title. 

Chapter  47.  Current  topics.  Washington,  1904.  2397-  341—17 

2479  p. 

Cover-title. 


ANNUAL  REPORTS. 


85 


438. 

439. 

440. 

441. 

442. 

443. 

444. 

445. 

446. 

447. 

448. 

449. 

450. 

451. 

452. 


1904.  (Harris)  Washington,  1906.  V.  1,  civ,  1176  p.  356 

Same,  V.  2,  viii,  1177-2480  p.  357 

Printed  also  as  58th  Cong.  3d  sess.  House  doc.  5. 

Separates. 

The  Commissioner’s  introduction  and  statistics  of  state  356—1 
school  systems.  Washington,  1906.  civ  p. 

Cover-title. 

Chapter  1.  Education  in  Canada,  Australia,  and  New  Zea-  356-2 
land.  Washington,  1905.  23  p. 

Cover-title. 

Chapter  2.  Statistics  of  growth;  [by  Franz  Boas  and  Clark  356—3 
Wissler.]  Washington,  1905.  25-132  p. 

Cover-title. 

Chapter  3.  Regulations  relating  to  pensions  and  insurance  356—4 
in  all  German  universities,  [compiled  by  Julius  Hat- 
scheck.]  Washington,  1905.  132-247  p. 

Cover-title. 

Chapter  6.  The  work  and  influence  of  Hampton.  Washing-  356—5 
ton,  1905.  559-579  p. 

Cover-title. 

Chapter  7.  Temperance  instruction  in  public  schools  and  356—6 
the  liquor  question.  Washington,  1905.  581-632  p. 

Cover-title. 

Chapter  8.  Notices  of  some  early  English  writers  on  educa-  356—7 
tion,  1578-1603;  [by  Foster  Watson.]  Washington, 

1905.  633-701  p. 

Cover-title. 

Chapter  9.  Juvenile  criminality  in  Germany;  [by  Edgar  356—8 
Loening].  Washington,  1905.  703-713  p. 

Cover-title. 

Chapter  10.  Grammar  and  vocabulary  of  the  Hlingit  lan-  356—9 
guage  of  southeastern  Alaska  ; [by  William  A.  Kelly  and 
Frances  H.  Willard.]  Washington,  1905.  715-766  p. 

Cover-title. 

Chapter  11.  The  educational  system  of  Sweden.  Wash-  356-10 
ington,  1905.  767-797  p. 

Cover-title. 

Chapter  12.  Education  in  Great  Britain  and  Ireland,  1903.  356—11 
Washington,  1905.  799-832  p. 

Cover-title. 

Chapter  13.  Higher  education  in  England  as  affected  by  356—12 
the  law  of  1902.  Washington,  1905.  833-861  p. 

Cover-title. 

Chapter  14.  Education  at  the  St.  Louis  exposition.  (I.  356—13 
Public  schools  of  the  United  States)  ; [compiled  by 
, George  E.  Gay.]  Washington,  1905.  863-973  p. 

Cover-title. 

Chapter  15.  Education  at  the  St.  Louis  exposition.  (II.  356-14 
Technical  schools,  art  schools,  etc.)  ; [compiled  by 
George  E.  Gay.]  Washington,  1905.  975-998  p. 

Cover-title. 


36 


LIST  OF  PUBLICATIONS. 


453. 

454. 

455. 

456. 

457. 

458. 

459. 

460. 

461. 

462. 

463. 

464. 

465. 

466. 


Separates,  1904 — Continued. 

Chapter  16.  The  final  establishment  of  the  American  com-  356—15 
moil  school  system  in  North  Carolina,  South  Carolina, 
and  Georgia,  1863-1900;  [by  A.  D.  Mayo.]  Washing- 
ton, 1905.  999-1090  p. 

Cover-title. 

Chapter  17.  Introduction  of  reindeer  into  Alaska.  Wash-  356—16 
ington,  1905.  1091-1128  p. 

Cover-title. 

Chapter  18.  I.  A definition  of  civilization. — II.  Art  educa-  356—17 
tion  the  true  industrial  education. — III.  The  intel- 
lectual value  of  tool  work;  by  W.  T.  Harris.  Wash- 
ington, 1905.  1129-1144  p. 

Cover-title. 

Chapter  19.  List  of  educational  periodicals  in  the  United  356—18 
States  in  1904.  Washington,  1905.  1145-1148  p. 

Cover-title. 

Chapter  20.  Educational  directory.  Washington,  1905.  356—19 
1149-1176.  p. 

Cover-title. 

Chapter  21.  Education  at  the  St.  Louis  exposition.  (III.  356—20 
Universities  and  colleges  of  the  United  States)  ; [com- 
piled by  George  E.  Gay.]  Washington,  1905.  1177- 

1209  p. 

Cover-title. 

Chapter  22.  Education  at  the  St.  Louis  exposition.  (IV.  356—21 
Foreign  countries)  ; [compiled  by  George  E.  Gay.] 
Washington,  1905.  1211-1275  p. 

Cover-title. 

Chapter  23.  Length  of  teachers’  service.  'Washington,  1905.  356—22 
1277-1301  p. 

Cover-title. 

Chapter  24.  Statistics  of  city  school  systems.  Washington,  356—23 
1905.  1303-1415  p. 

Caption-title. 

Chapter  25.  Universities,  colleges,  and  technological  schools.  356—24 
Washington,  1905.  1417-1543  p. 

Cover-title. 

Same.  Washington,  1906.  1417-1543  p.  358 

Cover-title. 

Chapter  26.  Agricultural  and  mechanical  colleges.  Wash-  356—25 
ington,  1905.  1545-1586  p. 

Cover-title. 

Chapter  27.  Professional  education.  Washington,  1905.  356—26 
1587-1665  p. 

Cover-title. 

Chapter  28.  Statistics  of  normal  schools.  Washington,  356—27 
1905.  1667-1725  p. 

Cover-title. 

Chapter  29.  Statistics  of  secondary  schools.  Washington,  356—28 
1905.  1727-2055  p. 

Cover-title. 


ANNUAL  REPORTS. 


37 


467. 

468. 

469. 

470. 

471. 

472. 

473. 

474. 

475. 

476. 

477. 

478. 

479. 

480. 


Separates,  1904 — Continued. 

Chapter  30.  Manual  and  industrial  training.  Washington,  356—29 
1905.  2057-2108  p. 

Cover-title. 

Chapter  31.  Commercial  and  business  schools.  Washing-  356—30 
ton,  1905.  2109-2145  p. 

Cover-title. 

Chapter  32.  Schools  for  nurses.  Washington,  1905.  2147-  356—31 
2173  p. 

Cover-title. 

Chapter  34.  Statistics  of  reform  schools.  Washington,  356-32 

1905.  2209-2225  p. 

Caption-title. 

Chapter  35.  Schools  for  the  defective  classes.  Washing-  356—33 
ton,  1906.  2227-2256  p. 

Cover-title. 

Chapter  36.  Report  on  education  in  Alaska ; [by  Sheldon  356-34 
Jackson].  Washington,  1906.  2257-2268  p. 

Cover-title. 

Chapter  37.  Current  topics.  Washington,  1906.  2269-  356—35 
2371  p. 

Cover-title. 

Chapter  38.  Foreign  universities  and  other  foreign  insti-  356-36 
tutions  of  higher  education  in  1904.  Washington.  1906. 
2373-2419  p. 

Cover-title. 

Chapter  39.  Miscellaneous  educational  topics.  Washington,  356—37 

1906.  2421-2452  p. 

Caption-title. 

Contents  : The  measure  of  a teacher’s  efficiency ; by 
Edwin  P.  Seaver. — The  college  woman ; by  Edward  A. 

Pace. — Old  and  new  methods  of  teaching  ; by  Ernestina  A. 

Lopez. — Practical  and  industrial  education  in  the  Argen- 
tine Republic ; by  J.  B.  Zubiaur. — Sir  Isaac  Pitman  and 
his  services  to  phonography : by  Benn  Pitman. 

1905  (Brown)  Washington,  1907.  V.  1,  li,  655  p.  365 

Same.  V.  2,  iv,  657-1400  p.  366 

Printed  also  as  59th  Cong.  1st  session.  House  doc.  5. 

Separates. 

The  Commissioner’s  introduction.  Washington,  1907.  vii-li  p.  365—1 
vii-li  p. 

Cover-title. 

Chapter  1.  The  reports  of  the  Mosely  educational  commis-  365—2 
sion ; by  W.  T.  Harris.  Washington,  1907.  10  p. 

Cover-title. 

Chapter  2.  Extracts  from  Report  of  the  Mosely  educational  365—3 
commission  to  the  United  States,  October-December 
1903.  Washington,  1907.  11-39  p. 

Cover-title. 

Chapter  3.  Statement  of  proceedings  to  execute  the  Rhodes  365—4 
scholarship  trust.  Washington,  1907.  41-55  p. 

Cover-title. 


38 


LIST  OF  PUBLICATIONS. 


481. 

482. 

483. 

484. 

485. 

486. 

487. 

488. 

489. 

490. 

491. 

492. 

493. 

494. 


Separates,  1905 — Continued. 

Chapter  4.  Education  in  France.  Washington,  1907.  57-  365—5 

86  p. 

Cover-title. 

Chapter  5.  Teaching  agriculture  in  schools  of  France  and  365—6 
Belgium.  Washington,  1907.  87-96  p. 

Cover-title. 

Chapter  6.  Higher  education  for  business  men  in  United  365—7 
States  and  Germany ; from  a report  by  J.  Jastrow. 
Washington,  1907.  97-110  p. 

Cover-title. 

Chapter  7.  Education  in  Liberia ; by  George  W.  Ellis.  365—8 
Washington,  1907.  111-129  p. 

Cover-title. 

Chapter  8.  An  account  of  the  proceedings  of  the  Interna-  365-9 
tional  congress  for  reproduction  of  manuscripts,  Liege, 

August  21-23,  1905;  by  Charles  Mills  Gayley.  Wash- 
ington, 1907.  131-142  p. 

Caption-title. 

Chapter  9.  The  New  York  secondary  school  system ; by  365-10 
Andrew  S.  Draper.  Washington,  1907.  143-154  p. 

Cover-title. 

Chapter  10.  Art  education  an  important  factor  in  industrial  365—11 
development ; by  Halsey  Cooley  Ives.  Washington, 

1907.  155-183  p. 

Cover-title. 

Chapter  11.  Current  topics.  Washington,  1907.  185-  365—12 

235  p. 

Cover-title. 

Chapter  12.  Miscellaneous  educational  topics.  Washing-  365—13 
ton,  1907.  237-266  p. 

Caption-title. 

Contents  : Instruction  in  forestry. — The  American  system 
of  agricultural  education  and  research  ; by  A.  C.  True. — 

The  progress  of  educational  reform  in  China ; by  E.  T. 

Williams. 

Chapter  13.  Report  on  education  in  Alaska ; [by  Sheldon  365—14 
Jackson.]  Washington,  1907.  267-282  p. 

Cover-title. 

Chapter  14.  Reindeer  in  Alaska;  [by  Sheldon  Jackson.]  365—15 
Washington,  1907.  283-291  p. 

Cover-title. 

Chapter  15.  Inauguration  of  the  American  school  system  365—16 
in  Porto  Rico;  by  Samuel  McCune  Lindsay.  Washing- 
ton, 1907.  293-344  p. 

Cover-title. 

Chapter  16.  Education  in  the  Philippine  Islands.  Wash-  365-1 7 
ington,  1907.  345^364  p. 

Cover-title. 

Chapter  17.  Educational  directory.  Washington,  1907.  365—18 
365-396  p. 

Cover-title. 


ANNUAL  REPORTS. 


39 


495. 

496. 

497. 

498. 

499. 

500. 

501. 

502. 

503. 

504. 

505. 

506. 

507. 

508. 

509. 

510. 

511. 


Separates,  1905 — Continued. 

Chapter  18.  Statistics  of  state  school  systems.  Washing-  365—19 
ton,  1907.  397-427  p. 

Cover-title. 

Chapter  19.  Statistics  of  city  school  systems.  Washington,  365—20 
1907.  429-535  p. 

Cover-title. 

Chapter  20.  Universities,  colleges,  and  technological  365-21 
schools.  Washington,  1907.  537-655  p. 

Cover-title. 

Chapter  21.  Agricultural  and  mechanical  colleges.  Wash-  365—22 
ington,  1907.  657-708  p. 

Cover-title. 

Chapter  22.  Professional  schools.  Washington,  1907.  709-  365-23 
754  p. 

Cover-title. 

Chapter  23.  Statistics  of  normal  schools.  Washington,  365—24 
1907.  755-811  p. 

Cover-title. 

Chapter  24.  Statistics  of  secondary  schools.  Washington,  365—25 
1907.  813-1163  p. 

Cover-title. 

Chapter  25.  Manual  and  industrial  training.  Washington,  365—26 
1907.  1165-1217  p. 

Cover-title. 

Chapter  26.  Commercial  and  business  schools.  Washing-  365-27 
ton,  1907.  1219-1255  p. 

Cover-title. 

Chapter  27.  Schools  for  nurses.  Washington,  1907.  1257-  370 

1292  p. 

Cover-title. 

Chapter  28.  Schools  for  the  colored  race.  Washington,  365—28 
1907.  1293-1327  p. 

Cover-title. 

Chapter  29.  Statistics  of  reform  schools.  Washington,  365—29 
1907.  1329-1345  p. 

Cover-title. 

Chapter  30.  Schools  for  the  defective  classes.  Washington,  365—30 
1907.  1347-1379  p. 

Cover-title. 

1906  (Brown)  Washington,  1907-08.  V.  1,  xlvii,  643  p.  374 

Same.  V.  2,  iv,  645-1308  p.  375 

Printed  also  as  59th  Cong.  2d  sess.  House  doc.  5. 

Separates. 

The  Commissioner’s  introduction.  Washington,  1907.  vii-  374—1 
xxxvi  p. 

Cover-title. 

Publications  of  the  United  States  Bureau  of  education  372 
from  1867  to  1906.  Washington,  1907.  xxxvii-xlvii  p. 

Chapter  1.  Education  in  Great  Britain  and  Ireland,  1904-  374—2 

1906.  Washington,  1907.  17  p. 

Cover-title. 


40 


LIST  OF  PUBLICATIONS. 


512. 

513. 

514. 

515. 

516. 

517. 

518. 

519. 

520. 

521. 

522. 

523. 

524. 

525. 

526. 

527. 


Separates,  1906 — Continued. 

Chapter  2.  Education  in  France.  Washington,  1907.  374-3 

19-34  p. 

Chapter  3.  The  new  Prussian  school  law  of  1906.  Wash-  374—4 
ington,  1907.  35-72  p. 

Cover-title. 

Chapter  4.  Progress  of  education  in  Italy;  by  Will  S.  374-5 
Monroe.  Washington,  1907.  73-90  p. 

Cover-title. 

Chapter  5.  Foreign  universities  and  other  foreign  institu-  374—6 
tions  of  higher  education  in  1905  (list).  Washington, 

1907.  91-122  p. 

Cover-title. 

Chapter  6.  Public  education  in  British  India.  Washington,  374—7 
1907.  123-140  p. 

Cover-title. 

Chapter  7.  Education  in  the  Philippines  and  in  Cuba.  374—8 
Washington,  1907.  141-153  p. 

Cover-title. 

Chapter  8.  The  education  and  professional  position  of  374-9 
nurses;  by  M.  Adelaide  Nutting.  Washington,  1907. 

155-205  p. 

Cover-title. 

Chapter  9.  Current  topics,  Washington,  1907.  207-235  p.  374—10 

Cover-title. 

Chapter  10.  Report  on  education  in  Alaska  and  the  intro-  374—11  . 
duction  of  reindeer;  [by  Sheldon  Jackson.]  Washing- 
ton, 1907.  237-255  p. 

Cover-title. 

Chapter  11.  Educational  periodicals.  Washington,  1907.  374—12 
257-261  p. 

Cover-title. 

Chapter  12.  Educational  directory.  Washington,  1907.  374—13 
263-292  p. 

Cover-title. 

Chapter  13.  Statistics  of  state  school  systems.  Washing-  374—14 
ton,  1907.  293-323  p. 

Cover-title. 

Chapter  14.  Statistics  of  city  school  systems.  Washing-  374—15 
ton,  1907.  325-444  p. 

Cover-title. 

Chapter  15.  Universities,  colleges,  and  technological  schools.  374—16 
Washington,  1907.  445-563  p. 

Cover-title. 

Chapter  16.  Agricultural  and  mechanical  colleges.  Wash-  374—17 
ington,  1907.  565-592  p. 

Cover-title. 

Chapter  17.  Professional  education.  Washington,  1907.  374—18 
593-643  p. 

Cover-title. 


CIRCULARS  OF  INFORMATION.  41 

III.— CIRCULARS  OF  INFORMATION.® 

528.  18T0  August.  Illiteracy,  derived  from  census  tables  of  1860;  21 

Educational  statistics,  translation  from  an  article  by  Dr.  A. 

Ficker ; School-room  diseases,  translation  from  an  article  by 
Dr.  R.  Virchow;  Education  of  French  and  Prussian  conscripts; 

School  organization,  etc.  Washington,  1870.  70  p. 

[Supplied-title.] 

529.  1871  July.  Report  on  the  systems  of  public  instruction  in  Swe-  22 

den  [by  C.  C.  Andrews],  and  Norway  [by  Gerhard  Gade.] 
Washington,  1871.  48  p. 

530.  1871  November.  Methods  of  school  discipline;  [by  Hiram  23 

Orcutt]  Washington,  1871.  14  p. 


. The  discipline  of  the  school;  [by  Hiram  Orcutt],  Washington,  125 

1881.  15  p. 

Cover-title. 

531.  1871  December.  Compulsory  education;  [by  L.  Van  Bokkelen.]  24 

Washington,  1872.  17  p. 

532.  1872  January.  German  and  other  foreign  universities;  [by  25 

Herman  Jacobson.]  Washington,  1872.  43  p. 

533.  1872  February.  Reports  on  the  systems  of  public  instruction  in  26 


Greece  [by  John  M.  France]  ; The  Argentine  Republic ; Chili, 
and  Ecuador;  with  statistics  of  Portugal  and  Japan,  and  an 
official  report  on  technical  education  in  Italy.  Washington,  1872. 

77  p. 

534.  1872  March.  1.  An  inquiry  concerning  the  vital  statistics  of  27 

college  graduates;  [by  Charles  Warren.]  2.  Distribution  of 
college  students  in  1870-71 ; [by  Charles  Warren.]  3.  Facts  of 
vital  statistics  in  the  United  States  with  tables  and  diagrams; 

[by  J.  M.  Toner.]  Washington,  1872.  93  p. 

535.  1872  * April.  The  relation  of  education  to  labor.  Washington,  28 

1872.  125  p. 

536.  1872  June.  Education  in  the  British  West  Indies;  [by  Thomas  29 

H.  Pearne.]  Washington,  1872.  22  p. 

537.  1872  July.  The  kindergarten.  Washington,  1872.  62  p.  30 

Contents  : Kindergarten  in  Italy  ; by  Elizabeth  P.  Peabody. — The 
philosophy  and  methods  of  the  kindergarten  ; by  Baroness  Marenholtz 
Bulow. — Kindergarten  in  Belgium,  introduction  to  practical  treatise 
on  kindergarten  ; by  Octavie  Masson. 

538.  1872  November.  American  education  at  the  International  expo-  31 

sition  to  be  held  at  Vienna  in  1873.  79  p. 

539.  1873  no.  1.  Historical  summary  and  reports  on  the  systems  of  32 

public  instruction  in  Spain,  Bolivia,  Uruguay,  and  Portugal. 
Washington,  1873.  66  p. 

540.  1873  no.  2.  Schools  in  British  India;  [by  Joseph  Warren].  33 

Washington,  1873.  30  p. 

541.  1873  no.  3.  Account  of  college  commencements  for  the  summer  of  34 

1873,  in  Maine,  New  Hampshire,  Vermont,  Massachusetts,  Rhode 

Island,  Connecticut,  New  York,  New  Jersey,  and  Pennsylvania. 
Washington,  1873.  118  p. 


Official  circulars  1-13  were  published  as  reprints  of  the  Annual  report  for  1867-68. 


42 


LIST  OF  PUBLICATIONS. 


542.  1873  no.  4.  List  of  publications  by  members  of  certain  college-  35 

faculties  and  learned  societies  in  the  United  States,  1867-1872. 
Washington,  1873,  72  p. 

543.  1873  no.  5.  Account  of  college-commencements  during  1873  in  36 

the  western  and  southern  states.  Washington,  1873.  155  p. 

544.  1874  no.  1.  Proceedings  of  the  Department  of  superintendence  of  37 

the  National  educational  association.  Washington,  1874.  77  p. 

545.  1874  no.  2.  Drawing  in  public  schools.  The  present  relation  of  38 

art  to  education  in  the  United  States;  [by  I.  Edwards  Clarke.] 
Washington,  1874.  56  p. 

546.  1874  no.  3.  History  of  secondary  instruction  in  Germany;  [com-  30 

piled  by  Herman  Jacobson.]  Washington,  1874.  87  p. 

547.  1875  no.  1.  Proceedings  of  the  Department  of  superintendence  of  40 

the  National  educational  association,  at  Washington,  D.  C.,  Janu- 
ary 27  and  28,  1875.  Washington,  1875.  114  p. 

548.  Education  at  the  Centennial.  Washington,  1875.  27  p.  40—1 

Cover-title. 

549.  1875  no.  2.  Education  in  Japan.  Washington,  1875.  64  p.  41 

550.  1875  no.  3.  An  account  of  the  systems  of  public  instruction  in  42 


Belgium,  Russia,  Turkey,  Servia  and  Egypt.  Washington,  1875. 

108  p.  . 

Contents  : Education  in  Belgium. — The  progress  of  education  in 
Russia ; by  Emile  de  Laveleye. — Education  in  Turkey ; by  Mr  de 


Salve. — Education  in  Servia. — Public  instruction  in  Egypt. 

551.  1875  no.  4.  Waste  of  labor  in  the  work  of  education  ; by  P.  A.  43 

Chadbourne.  Washington,  1875.  16  p. 

552  1875  no.  5.  Suggestions  respecting  the  educational  exhibit  at  44 

the  International  centennial  exhibition,  1876.  Washington,  1875. 

26  p. 

553.  1875  no.  6.  Statements  relating  to  reformatory,  charitable,  and  45 

industrial  schools  for  the  young.  Washington,  1875.  208  p. 

554.  1875  no.  7.  Constitutional  provisions  in  regard  to  education  in  46 

the  several  states  of  the  American  union ; [by  Franklin  Hough.] 
Washington,  1875.  130  p. 

555.  1875  no.  8.  Schedule  for  the  preparation  of  students’  work  for  47 


the  Centennial  exhibition,  as  reported  by  the  committee  of  the 
Department  of  superintendence  of  the  National  educational  as- 
sociation, appointed  at  Minneapolis  in  1875.  Washington,  1875. 

15  p. 

556.  1877  no.  1.  Report  on  the  system  of  public  instruction  in  China  ; 48 

[by  William  A.  P.  Martin.]  Washington,  1877.  28  p. 

557.  1877  no.  2.  Reports  on  the  systems  of  public  instruction  in  Fin-  49 

land  [by  Felix  Heikel]  ; the  Netherlands  [by  C.  H.  Plugge]  ; 
Denmark;  Wiirtemb^rg  [by  J.  L.  Corning];  and  Portugal;  with 

a paper  on  the  University  of  Leipzig  [by  John  H.  SteuartJ. 
Washington,  1877.  77  p. 

558.  1878  no.  1.  The  training  of  teachers  in  Germany.  Washing-  50 

ton,  1878.  36  p. 

559.  1878  no.  2.  Elementary  education  in  London,  [with  address  of  51 

Sir  Charles  Reed.]  Washington,  1878.  24  p. 

560.  1879  no.  1.  Training  schools  for  nurses.  Washington,  1879.  52 

21  p. 


CIRCULARS  OF  INFORMATION.  43 

561.  1879  no.  2.  Papers,  addresses,  discussions,  and  other  proceed-  53 

ings  of  the  Department  of  superintendence  of  the  National  edu- 
cational association,  at  the  meeting  held  at  Washington,  D.  C., 
February  4,  5,  and  6,  1879;  the  proceedings  of  the  Department 


of  superintendence  of  the  National  educational  association  for 
1877 ; and  the  proceedings  of  the  Conference  of  the  presidents  and 
other  delegates  of  the  state  universities  and  state  colleges  of 
Ohio  for  1877.  Washington,  1879.  192  p. 

Separates. 

562.  An  address  on  the  needs  of  the  Bureau  of  education;  by  308 

John  Eaton.  Washington,  1879.  7 p. 

563.  An  address  on  the  needs  of  education  in  the  South ; by  Gus-  306 

tavus  J.  Orr.  Washington,  1879.  13  p. 

564.  An  address  on  technical  education  and  industrial  drawing;  313 

by  Walter  Smith.  Washington,  1879.  24  p. 

565.  An  address  on  national  aid  to  education;  by  John  Eaton.  307 

Washington,  1879.  37  p. 

566.  An  address  on  education  at  the  Paris  exposition ; by  John  323 

D.  Philbrick.  Washington,  1879.  9 p. 

567.  1879  no.  3.  The  value  of  common  school  education  to  common  54 
labor ; by  Dr.  Edward  Jarvis ; together  with  illustrations  of  the 

same  as  shown  by  the  answers  to  inquiries  addressed  to  em- 
ployers, workmen,  and  observers.  Washington,  1879.  37  p. 

568.  1S79  no.  4.  Training  schools  of  cookery.  Washington,  1879.  55 

49  p. 

569.  1879  no.  5.  American  education  as  described  by  the  French  56 

commission  to  the  International  exhibition  of  1876 ; [by  Ferdi- 
nand Buisson  and  others.]  Washington,  1879.  37  p. 

070.  1880  no.  1.  College  libraries  as  aids  to  instruction.  Washing-  57 

ton,  1880.  27  p. 

Contents  : The  college  library  ; by  Justin  Winsor. — Rochester  uni- 
versity library  ; by  Otis  H.  Robinson. 

. 571.  1880  no.  2.  Proceedings  of  the  Department  of  superintendence  58 

of  the  National  educational  association,  at  its  meetings  at  Wash- 
ington, D.  C.,  February  18-20,  1880.  Washington,  1880.  112  p. 

572.  1880  no.  3.  Legal  rights  of  children ; [by  S.  M.  Wilcox.]  Wash-  59 

ington,  1880.  96  p.  • 

573.  1880  no.  4.  Rural  school  architecture,  with  illustrations;  [by  60 

T.  M.  Clark.]  Washington,  1880,  106  p. 

574.  1880  no.  5.  English  rural  school ; [by  Henry  W.  Hulbert.]  61 
Washington,  1880.  26  p. 

575.  1880  no.  6.  A report  on  the  teaching  of  chemistry  and  physics  62 

in  the  United  States ; by  Frank  Wigglesworth  Clarke.  Wash- 
ington, 1881.  219  p. 

576.  1880  no.  7.  The  spelling  reform ; [by  F.  A.  March.]  Washing-  63 

ton,  1881.  36  p. 

577.  1881  no.  1.  The  construction  of  library  buildings;  [by  William  64 

F.  Poole.]  Washington,  1881.  26  p. 

578.  1881  no.  2.  The  relation  of  education  to  industry  and  technical  65 

training  in  American  schools;  [by  E.  E.  White.]  Washington, 

1881.  22  p. 


44 


LIST  OF  PUBLICATIONS. 


579.  1881  no.  3.  Proceedings  of  the  Department  of  superintendence  66 
of  the  National  educational  association  at  its  meeting  at  New 

York,  February  8-10,  1881.  Washington,  1881.  79  p. 

Separates. 

580.  An  address  on  our  schools  and  our  forests;  by  Franklin  B.  300 

Hough.  Washington,  1881.  18  p. 

581.  An  address  on  museums  illustrative  of  education ; by  Hon.  309 

John  Eaton.  Washington,  1881.  12  p. 

582.  1881  no.  4.  Education  in  France.  Washington,  1881.  144  p.  67 

583.  1881  no.  5.  Causes  of  deafness  among  school  children  and  its  68 

influences  on  education,  with  remarks  on  the  instruction  of  pupils 

with  impaired  hearing  and  on  aural  hygiene  in  the  schools,  by 
Samuel  Sexton.  Washington,  1881.  47  p. 

584.  1881  no.  6.  The  effects  of  student  life  upon  the  eyesight;  by  69 

A.  W.  Calhoun.  Washington,  1881.  29  p. 

585.  1882  no.  1.  The  inception,  organization,  and  management  of  70 

training  schools  for  nurses.  Washington,  1882.  28  p. 

586.  1882  no.  2.  Proceedings  of  the  Department  of  superintendence  71 

of  the  National  educational  association  at  its  meeting  at  Wash- 
ington, March  21-23,  1882.  Washington,  1882.  Ill  p. 

587.  1882  no.  3.  The  University  of  Bonn;  [by  Edmond  Dreyfus-  72 

Brisac.]  Washington,  1882.  67  p. 

588.  1882  no.  4.  Industrial  art  in  schools;  by  Charles  G.  Leland.  73 

Washington,  1882.  37  p. 

589.  1882  no.  5.  Maternal  schools  in  France.  Washington.  1882.  74 

14  p. 

590.  1882  no.  6.  Technical  instruction  in  France.  Washington,  75 

1882.  63  p. 

591.  1883  no.  1.  Legal  provisions  respecting  the  examination  and  76 

licensing  of  teachers.  Washington,  1883.  46  p. 

592.  1883  no.  2.  Coeducation  of  the  sexes  in  the  public  schools  of  7 7 

the  United  States.  Washington,  1883.  30  p. 

593.  1883  no.  3.  Proceedings  of  the  Department  of  superintendence  78 

of  the  National  educational  association  at  its  meeting  at  Wash- 
ington, February  20-22,  1883.  Washington,  1883.  81  p. 

594.  1883  no.  4.  Recent  school  law  decisions;  compiled  by  Lyndon  79 

.A.  Smith.  Washington,  1883.  82  p. 

595.  *1884  no.  1.  Meeting  of  the  International  prison  congress  at  80 

Rome,  in  October,  1884.  Washington,  1884.  11  p. 

596.  1884  no.  2.  The  teaching,  practice,  and  literature  of  short-  81 

hand;  by  Julius  Ensign  Rockwell.  2d.  and  enl.  ed.  Washing- 
ton, 1885.  184  p. 

. Additions  to  the  teaching,  practice,  and  literature  of  shorthand;  81—1 

[by  Julius  Ensign  Rockwell.]  Washington,  1885.  159-182  p. 

597.  1884  no.  3.  Illiteracy  in  the  United  States  in  1870  and  1880,  82 

with  diagrams  and  observations ; by  Charles  Warren ; with  an 
appendix  on  national  aid  to  education ; by  J.  L.  M.  Curry. 
Washington,  1884.  99  p. 

598.  1884  no.  4.  Proceedings  of  the  Department  of  superintendence  83 

of  the  National  educational  association  at  its  meeting  at  Wash- 
ington, February  12-14,  1884.  Washington,  1884.  176  p. 


CIRCULARS  OF  INFORMATION. 


45 


Separates. 

599.  Address  on  arbor  day  in  the  public  schools ; by  J.  B.  Peaslee. 

Washington,  1884.  14  p. 

600.  Address  on  the  educational  status  and  needs  of  the  new 

South;  by  Robert  Bingham.  Washington,  1884.  21  p. 

601.  1884  no.  5.  Suggestions  respecting  the  educational  exhibit  at 
the  World’s  industrial  and  cotton  centennial  exposition.  Wash- 
ington, 1884.  28  p. 

602.  1884  no.  6.  Rural  schools;  progress  in  the  past;  means  of 

improvement  in  the  future;  [by  Annie  T.  Smith.]  Washington, 
1884.  90  p. 

603.  1884  no.  7.  Aims  and  methods  of  the  teaching  of  physics ; by 
Charles  K.  Wead.  Washington,  1884.  158  p. 

604.  1885  no.  1.  City  school  systems  in  the  United  States;  by  John 
D.  Philbrick.  Washington,  1885.  207  p. 

605.  1885  No.  2.  Teachers’  institutes;  [compiled  by  James  H.  Smart.] 
Washington,  1885.  206  p. 

606.  1885  no.  3.  A review  of  the  reports  of  the  British  royal  com- 

missioners on  technical  instruction,  with  notes;  by  Charles  O. 
Thompson.  Washington,  1885.  55  p. 

607.  1885  no.  4.  Education  in  Japan;  [prepared  and  translated  by 
the  Japanese  department  of  education.]  Washington,  1885.  56  p. 

608.  1885  no.  5.  Physical  training  in  American  colleges  and  universi- 
ties ; by  Edward  Mussey  Hartwell.  Washington,  1886.  183  p. 

609.  1886  no.  1.  The  study  of  music  in  public  schools.  Washing- 

ton, 1886.  78  p. 

610.  1886  no.  2.  Proceedings  of  the  Department  of  superintendence 

of  the  National  educational  association  at  its  meeting  at  Wash- 
ington, February  23-26,  1886.  Washington,  1886.  169  p. 

611.  1887  no.  1.  The  College  of  William  and  Mary,  a contribution  to 

the  history  of  higher  education,  with  suggestions  for  its  national 
promotion ; by  Herbert  B.  Adams.  Washington,  1887.  89  p. 

(Contributions  to  American  educational  history,  no.  1.) 

612.  1887  no.  2.  The  study  of  history  in  American  colleges  and  uni- 
versities; by  Herbert  B.  Adams.  Washington,  1887.  299  p. 

613.  1887  no.  3.  Proceedings  of  the  Department  of  superintendence 

of  the  National  educational  association  at  its  meeting  at  Wash- 
ington, March  15-17,  1887.  Washington,  1887.  200  p. 

614.  1888  no.  1.  Thomas  Jefferson  and  the  University  of  Virginia ; 

by  Herbert  B.  Adams,  with  authorized  sketches  of  Hampden- 
Sidney,  Randolph-Macon,  Emory-Henry,  Roanoke,  and  Richmond 
colleges,  Washington  and  Lee  university,  and  Virginia  military 
institute.  Washington,  1888.  308  p.  (Contributions  to  Amer- 

ican educational  history,  no.  2.) 

615.  1888  no.  2.  The  history  of  education  in  North  Carolina ; by 

Charles  Lee  Smith.  Washington,  1888.  180  p.  (Contributions 

to  American  educational  history,  no.  3.) 

616.  1888  no.  3.  History  of  higher  education  in  South  Carolina,  with 
a sketch  of  the  free  school  system ; by  Colyer  Meriwether. 
Washington,  1889.  247  p.  (Contributions  to  American  educa- 
tional history,  no.  4.) 

617.  1888  no.  4.  Education  in  Georgia ; by  Charles  Edgeworth  Jones. 

Washington,  1889.  154  p.  (Contributions  to  American  educa- 

tional history,  no.  5.) 


83-1 

305 

84 

85 

86 

87 

88 

89 

90 

91 

92 

93 

94 

95 

96 

97 

98 

99 

100 


46 


LIST  OP  PUBLICATIONS. 


618.  1888  no.  5.  Industrial  education  in  the  South ; by  A.  D.  Mayo.  101 

Washington,  1888.  86  p. 

610.  1888  no.  6.  Proceedings  of  the  Department  of  superintendence  102 

of  the  National  educational  association  at  its  meeting  in  Wash- 
ington, February  14-16,  1888.  Washington,  1888.  165  p. 

Separate. 

620.  Alaska;  by  N.  H.  R.  Dawson.  Washington,  1889.  119-  102-1 

134  p. 

621.  1888  no.  7.  History  of  education  in  Florida ; by  George  Gary  103 

Bush.  Washington,  1889.  54  p.  (Contributions  to  American  ed- 
ucational history,  no.  6.) 

622.  1889  no.  1.  Higher  education  in  Wisconsin  ; by  William  F.  Allen  157 

and  David  E.  Spencer.  Washington,  1889.  68  p.  (Contribu- 
tions to  American  educational  history,  no.  7.) 

623.  1889  no.  2.  Proceedings  of  the  Department  of  superintendence  160 

of  the  National  educational  association  at  its  meeting  in  Wash- 
ington, March  6-8,  1889.  Washington,  1889.  300  p. 

Separate. 

624.  Relation  of  manual  training  to  body  and  mind;  by  C.  M.  301 

Woodward.  [Washington,  1889?]  26  p. 

Caption-title. 

625.  1889  no.  3.  History  of  education  in  Alabama,  1702-1889;  by  163 

Willis  G.  Clark.  Washington,  1889.  281  p.  (Contributions 

to  American  educational  history,  no.  8.) 

626.  1890  no.  1.  The  history  of  federal  and  state  aid  to  higher  161 

education  in  the  United  States;  by  Frank  W.  Blackmar.  Wash- 
ington, 1890.  343  p.  (Contributions  to  American  educational 
history,  no.  9.) 

627.  1890  no.  2.  English-Eskimo  and  Eskimo-English  vocabularies;  165 

compiled  by  Roger  Wells  and  John  W.  Kelly ; preceded  by  ethno- 
graphical memoranda  concerning  the  Arctic  Eskimos  in  Alaska 

and  Siberia ; by  John  W.  Kelly.  Washington,  1890.  72  p. 

628.  1890  no.  3.  The  teaching  and  history  of  mathematics  in  the  167 

United  States;  by  Florian  Cajori.  Washington,  1890.  400  p. 

629.  1891  no.  1.  Higher  education  in  Indiana;  by  James  Albert  170 

Woodburn.  Washington,  1891.  200  p.  (Contributions  to  Amer- 
ican educational  history,  no.  10.) 

630.  1891  no.  2.  The  fourth  International  prison  congress,  St.  171 

Petersburg,  Russia ; by  C.  D.  Randall.  Washington,  1891.  253  p. 

631.  1891  no.  3.  Sanitary  conditions  for  .schoolhouses ; by  Albert  P.  173 

Marble.  Washington,  1891.  123  p. 

632.  1891  no.  4.  History  of  higher  education  in  Michigan;  by  174 

Andrew  C.  McLaughlin.  Washington,  1891.  179  p.  (Con- 

tributions to  American  educational  history,  no.  11.) 

633.  1891  no.  5.  The  history  of  higher  education  in  Ohio;  by  George’  175 

W.  Knight  and  John  R.  Commons.  Washington,  1891.  258  p. 

(Contributions  to  American  educational  history,  no.  12.) 

634.  1891  no.  6.  History  of  higher  education  in  Massachusetts;  by  176 

George  Gary  Bush.  Washington,  1891.  445  p.  (Contributions 

to  American  educational  history,  no.  13.) 

635.  1891  no.  7.  Promotions  and  examinations  in  graded  schools;  177 

by  Emerson  E.  White.  Washington,  1891.  64  p. 


636. 


CIRCULARS  OF  INFORMATION.  47 

1891  no.  8.  Rise  and  growth  of  the  normal-school  idea  in  the  178 
United  States;  by  J.  P.  Gordy.  Washington,  1891.  145  p. 

637.  1S91  no.  9.  Biological  teaching  in  the  colleges  of  the  United  179 

States ; by  John  P.  Campbell.  Washington,  1891.  183  p. 

638.  1892  no.  1.  Southern  women  in  the  recent  educational  move-  186 

ment  in  the  South ; by  A.  D.  Mayo.  Washington,  1892.  300  p. 

639.  1892  no.  2.  Benjamin  Franklin  and  the  University  of  Penn-  188 

syi vania ; ed.  by  Francis  Newton  Thorpe.  Washington,  1893. 

450  p. 

640.  1893  no.  1.  Shorthand  instruction  and  practice;  by  Julius  192 

Ensign  Rockwell.  Washington,  1893.  206  p. 

641.  1893  no.  2.  The  history  of  education  in  Connecticut ; by  193 

Bernard  C.  Steiner.  Washington,  1893.  300  p.  (Contributions 

to  American  educational  history,  no.  14.) 

642.  1893  no.  3.  The  history  of  education  in  Delaware;  by  Lyman  194 

P.  Powell.  Washington,  1893.  186  p.  (Contributions  to  Ameri- 
can educational  history,  no.  15.) 

643.  1893  no.  4.  Abnormal  man,  being  essays  on  education  and  195 

crime  and  related  subjects,  with  digests  of  literature  and  a 
bibliography ; by  Arthur  MacDonald.  Washington,  1893.  445  p. 

644.  1893  no.  5.  Higher  education  in  Tennessee;  by  Lucius  Salis-  196 

bury  Merriam.  Washington,  1893.  287- p.  (Contributions  to 

American  educational  history,  no.  16.) 

645.  1893  no.  6.  Higher  education  in  Iowa;  by  Leonard  F.  Parker.  197 

Washington,  1893.  190  p.  (Contributions  to  American  educa- 

tional history,  no.  17.) 

646.  1893  no.  7.  Statistics  of  public  libraries  in  the  United  States  201 

and  Canada  ; by  Weston  Flint.  Washington,  1893.  213  p. 

647.  1893  no.  8.  The  spelling  reform;  by  Francis  A.  March.  A 202 
revision  and  enlargement  of  the  author's  pamphlet  published 

by  the  U.  S.  Bureau  of  education  in  1881.  Washington,  1893. 

86  p. 

648.  1894  no.  1.  History  of  higher  education  in  Rhode  Island;  by  209 

William  Howe  Tolman.  Washington,  1894.  210  p.  (Contribu- 

• tions  to  American  educational  history,  no.  18.) 

649.  1894  no.  2.  History  of  education  in  Maryland;  by  Bernard  C.  210 

Steiner.  Washington,  1894.  331  p.  (Contributions  to  American 

educational  history,  no.  19.) 

650.  1898  no.  1.  The  history  of  education  in  Louisiana ; by  Edwin  242 

Whitfield  Fay.  Washington,  1898.  264  p.  (Contributions  to 
American  educational  history,  no.  20.) 

651.  1898  no.  2.  Higher  education  in  Missouri ; by  Marshall  S.  243 

Snow.  Washington,  1898.  164  p.  (Contributions  to  American 

educational  history,  no.  21.) 

652.  1898  no.  3.  History  of  education  in  New  Hampshire ; by  George  244 

Gary  Bush.  Washington,  1898.  170  p.  (Contributions  to 

American  educational  history,  no.  22.) 

653.  1899  no.  1.  History  of  education  in  New  Jersey ; by  David  252 

Murray.  Washington,  1899.  344  p.  (Contributions  to  Ameri- 
can educational  history,  no.  23.) 

654.  1899  no.  2.  History  of  education  in  Mississippi ; by  Edward  255 

Mayes.  Washington,  1899.  290  p.  (Contributions  to  Ameri- 

can educational  history,  no.  24.) 


48 


LIST  OF  PUBLICATIONS. 


655.  1899  no.  3.  History  of  higher  education  in  Kentucky ; by  Alvin 

Fayette  Lewis.  Washington,  1899.  350  p.  (Contributions  to 

American  educational  history,  no.  25.) 

656.  1900  no.  1.  History  of  education  in  Arkansas;  by  Josiah  H. 

Shinn.  Washington,  1900.  121  p.  (Contributions  to  American 

educational  history,  no.  26.) 

657.  1900  no.  2.  Higher  education  in  Kansas ; by  Frank  W. 

Blackmar.  Washington,  1900.  166  p.  (Contributions  to  Ameri- 

can educational  history,  no.  27.) 

658.  1900  no.  3.  The  University  of  the  state  of  New  York:  history 

of  higher  education  in  the  state  of  New  York ; by  Sidney  Sher- 
wood. Washington,  1900.  538  p.  (Contributions  to  American 

educational  history,  no.  28.) 

659.  1900  no.  4.  History  of  education  in  Y errnont ; by  George  Gary 

Bush.  Washington,  1900.  216  p.  ^Contributions  to  American 

educational  history,  no.  29.) 

660.  1902  no.  1.  History  of  education  in  West  Virginia;  by  A.  R. 

Whitehill.  Washington,  1902.  165  p.  (Contributions  to  Ameri- 
can educational  history,  no.  30.) 

G61.  1902  no.  2.  The  history  of  education  in  Minnesota ; by  John  N. 
Greer.  Washington,  1902.  223  p.  (Contributions  to  American 
educational  history,  no.  31.) 

'662.  1902  no.  3.  Education  in  Nebraska ; by  Howard  W.  Caldwell. 

Washington,  1902.  268  p.  (Contributions  to  American  educa- 

tional history,  no.  32.) 

663.  1902  no.  4.  A history  of  higher  education  in  Pennsylvania ; by 
Charles  H.  Haskins  and  William  I.  Hull.  Washington,  1902. 
272  p.  (Contributions  to  American  educational  history,  no.  33.) 

664.  1903  no.  1.  History  of  higher  education  in  Colorado ; by  James 

Edward  Le  Rossignol.  Washington,  1903.  67  p.  (Contribu- 

tions to  American  educational  history,  no.  34.) 

665.  1903  no.  2.  History  of  education  in  Texas;  by  J.  J.  Lane. 

Washington,  1903.  334  p.  (Contributions  to  American  educa- 

tional history,  no.  35.) 

666.  1903  no.  3.  History  of  higher  education  in  Maine;  by  Edward 
W.  Hall.  Washington,  1903.  241  p.  (Contributions  to  American 
educational  history,  no.  36.) 


IV.  BULLETIN. 

667.  1906  no.  1.  The  Education  bill  of  1906  for  England  and  Wales 

as  it  past  the  House  of  Commons ; by  Anna  Tolman  Smith. 
Washington,  1906.  48  p. 

. Same.  2d  ed.  Washington,  1907.  48  p.  * 

668.  1906  no.  2.  German  views  of  American  education,  with  par- 
ticular reference  to  industrial  development,  collated  from  the 
reports  of  the  Royal  Prussian  industrial  commission  of  1904 ; by 
William  N.  Hailmann.  Washington,  1906.  55  p. 

Contents  : General  considerations. — The  kindergarten. — Elementary 
schools. — Middle  schools. — Normal  instruction. — Drawing  and  art  in- 
’ struction. — Industrial  art  schools. — Technical  colleges  and  other  ad- 

vanced technical  institutions. — Apprenticeship  and  trade  schools. — 
Contents  of  the  “ Iieiseberiehte.” 


256 

262 

263 

264 

265 

280 

281 

282 

283 

292 

293 

294 

360 

361 


068. 


669. 


670. 


671. 


672. 


673. 


BULLETIN. 

1906  no.  2.  2d  ed.  German  views  of  American  education,  with 
particular  reference  to  industrial  development,  collated  from  the 
reports  of  the  Royal  Prussian  industrial  commission  of  1904 ; by 
William  N.  Hailmann.  2d  ed.  Washington,  1$07.  55  p. 

1906  no.  3.  State  school  systems:  legislation  and  judicial  de- 
cisions relating  to  public  education,  October  1,  1904,  to  October  1, 
1906;  by  Edward  C.  Elliott.  Washington,  1906.  156  p. 

Same.  2d  ed.  rev.  Washington,  1907.  156  p. 

Contents  : Legislation  relating  to  public  education  : A.  Administra- 
tive control  and  supervision  of  elementary  and  secondary  education  ; B. 
State  finance  and  support ; C.  Local  finance  and  support ; D.  Build- 
ings and  sites  ; E.  Teachers  in  elementary  and  secondary  schools  ; F. 
Teachers : employment,  etc.  ; G.  Teachers : professional  training  and 
education  ; II.  School  population  and  attendance ; I.  School  discipline  ; 
J.  Health  regulations ; K.  Text-books  and  supplies ; L.  Subject-matter 
of  instruction  ; M.  Special  types  of  school ; N.  Secondary  education  : 
High  schools  and  academies ; O.  Higher  educational  institutions ; P. 
Professional  and  higher  technical  education  ; Q.  Private  and  endowed 
higher  institutions  ; R.  Libraries  ; S.  Education  of  defectives  and  delin- 
quents. 

Recent  decisions  of  state  supreme  courts. 

1907  no.  1.  The  continuation  school  in  the  United  States;  by 
Arthur  J.  Jones.  Washington,  1907.  157  p. 

Contents  : I.  Introduction. — II.  Statistical  exhibit  of  school  attend- 
ance and  withdrawal. — III.  Agencies  for  supplementary  education  in 
other  countries. — IV.  Different  types  of  continuation  school. — V.  Kind 
and  amount  of  instruction  given  in  continuation  schools. — VI.  The 
place  and  purpose  of  the  continuation  school. — VII.  Bibliography. 

1907  no.  2.  Agricultural  education  including  nature  study  and 
school  gardens;  by  James  Ralph  Jewell.  Washington,  1907. 
140  p. 

Contents  : Chapter  I.  Nature  study. — II.  School  gardens. — III. 
Elementary  agricultural  education. — IV.  Secondary  agricultural  edu- 
cation.— V.  Agricultural  colleges. — VI.  Practical  advantages  of  agri- 
cultural education. — Bibliography. — Appendix,  Form  for  nature  obser- 
vations employed  in  the  schools  of  Nova  Scotia. 

1907  no.  3.  The  auxiliary  schools  of  Germany,  six  lectures ; by 
B.  Maennel.  Tr.,  by  Fletcher  Bascom  Dresslar.  Washington, 
1907.  137  p. 

Contents  : I.  Historical  sketch. — II.  Reasons  for  the  establishment 
of  auxiliary  schools. — III.  Admission  procedure. — IV.  The  parents  and 
the  whole  environment  of  auxiliary  school  pupils  before  and  during  the 
school  period. — V.  Health  conditions  of  auxiliary  school  pupils. — VI. 
The  pupils  of  the  auxiliary  school  and  their  characterization. — VII. 
The  building  for  the  auxiliary  school.— VIII.  Classification  of  pupils 
in  an  auxiliary  school,  and  the  number  in  each  class. — IX.  The  daily 
programme. — X.  The  curriculum. — XI.  Methods  of  instruction. — XII. 
Discipline  in  the  auxiliary  school. — XIII.  Preparation  of  auxiliary 
school  pupils  for  confirmation. — XIV.  The  community  and  the  State 
in  their  relations  to  the  auxiliary  school. — XV.  The  teachers  and  the 
principal  of  the  auxiliary  school. — XVI.  The  pedagogical  significance 
of  the  auxiliary  school. 

1907  no.  4.  The  elimination  of  pupils  from  school ; by  Edward 
L.  Thorndike.  Washington,  1908.  63  p. 

Contents:  I.  Elimination  by  grades. — II.  Elimination  by  ages. — - 
III.  Special  reports. — IV.  Data  on  elimination  by  grades. — V.  Elimi- 
nation by  age. 

43488—08 4 


49 


363 


367 


368 


376 


379 


\ 


50 


LIST  OF  PUBLICATIONS. 


V.  MISCELLANEOUS  PUBLICATIONS. 

674.  Technical  instruction.  Washington,  1870.  784  p.  144 

First  edition  incpmplete,  printed  pursuant  to  a call  of  House  of 
Representatives,  January  19,  1870.  2d  edition,  enlarged,  was  published 
as  V.  21  of  Barnard’s  American  journal  of  education. 

675.  Special  report  of  the  Commissioner  of  education  on  the  condition  2 

and  improvement  of  public  schools  in  the  District  of  Columbia. 
Washington,  1871.  912  p. 

Printed  also  as  Barnard’s  American  journal  of  education,  Y.  19. 

676.  Statistics  of  colleges  and  collegiate  institutions  in  the  United  315 

States.  1871.  11  p. 

677.  *Suggestions  for  a free-school  policy  for  United  States  land  105 
grantees.  1872.  6 p. 

678.  A statement  of  the  theory  of  education  in  the  United  States  of  106 
America,  as  approved  by  many  leading  educators.  Washington, 

1874.  22  p. 

679.  Contributions  to  the  annals  of  medical  progress  and  medical  145 

education  in  the  United  States  before  and  during  the  War  of 

independence ; by  Joseph  M.  Toner.  Washington,  1874.  118  p. 

680.  Proceedings  of  the  Department  of  superintendence  of  the  Na-  304 
tional  educational  association  respecting  state-  and  city-school- 
reports.  Washington,  1874.  26  p. 

First  part  reprinted  from  Proceedings,  Circular  of  information  no. 

1,  1874. 

681.  international  exhibition,  Philadelphia,  1876.  Collections  to  illus-  316 
trate  the  history  of  colleges,  universities,  professional  schools, 

and  schools  of  science.  1875. 

682.  The  Chilian  international  exposition  of  1875,  to  be  held  at  318 

Santiago,  Chili.  Letter  of  the  United  States  Commissioner  of 
education.  Programme  of  the  special  section  for  education. 
Washington,  1875.  9 p. 

683.  * Synopsis  of  proposed  centennial ; history  of  American  education,  319 

1776  to  1876.  1875.  18  p. 

684.  List  of  public-school-officials  in  the  states  and  territories  of  the  110 
United  States,  corrected  to  May  1,  1875.  Washington,  1875. 

62  p. 

685.  The  national  Bureau  of  education;  its  history,  work,  and  limita-  107 

tions;  by  Alexander  Shiras.  Washington,  1875.  16  p. 

Cover-title. 

686.  * Educational  conventions  and  anniversaries,  1876.  187  p.  108 

687.  Historical  sketch  of  Mount  Holyoke  seminary;  by  Mary  O.  Nut-  146 

ting.  Washington,  1876.  24  p. 

688.  Historical  sketch  of  Union  college;  [by  F.  B.  Hough. 1 Wash-  147 

ington,  1876.  81  p. 

689.  Public  libraries  in  the  United  States  of  America,  their  history,  148 
condition  and  management.  Part  I.  ed.  by  S.  R.  Warren  and 

S.  M.  Clark.  Part  II.  Rules  for  a dictionary  catalogue;  by  C.  A. 

Cutter.  Washington,  1876.  2 v. 

Separates. 

690.  Chapter  25.  The  organization  and  management  of  public  122 

libraries;  by  William  F.  Poole.  29  p. 

691.  Rules  for  a dictionary  catalogue;  by  Charles  A.  Cutter.  162 

2d  ed.  with  corrections  and  additions..  Washington, 

1889.  133  p. 


MISCELLANEOUS  PUBLICATIONS.  51 

Separates — Continued.  * 

692.  Rules  for  a dictionary  catalogue;  by  Charles  A.  Cutter.  172 

3d  ed.  with  corrections  and  additions  and  an  alphabet- 
ical index.  Washington,  1891.  140  p. 

693.  Rules  for  a dictionary  catalogue;  by  Charles  A.  Cutter.  340 

4th  ed.  rewritten.  Washington,  1904.  173  p. 

694.  A manual  of  the  common  native  trees  of  the  northern  United  111 
States.  Washington,  1877.  23  p. 

695.  Are  the  Indians  dying  out?  Preliminary  observations  relating  to  112 
Indians,  civilization  and  education.  Washington,  1877.  36  p. 

696.  Contributions  to  the  history  of  medical  education  and  medical  149 
institutions  in  the  United  States  of  America,  1776-1876;  by 

N.  S.  Davis.  Washington,  1877.  60  p. 

697.  The  International  conference  on  education  held  at  Philadelphia,  109 

July  17  and  18,  in  connection  with  the  International  exhibition 

of  1876.  Washington,  1877.  92  p. 

698.  Sale  of  diplomas.  Washington,  1880.  4 p.  324 

699.  International  educational  congress,  to  be  held  at  Brussels,  113 

Belgium,  August  22-29,  1880.  Washington,  1880.  10  p. 

700.  The  Indian  school  at  Carlisle  Barracks;  [by  Charles  Warren.]  114 

Washington,  1880.  5 p. 

701.  Industrial  education  in  Europe.  Washington,  1880.  9 p.  115 

702.  Vacation  colonies  for  sickly  school  children.  Washington,  1880.  116 

4 p. 

703.  Progress  of  western  education  in  China  and  Siam.  Washington,  117 

1880.  13  p. 

704.  Educational  towns  in  France;  [by  Jules  Ferry.]  Washington,  118 

1880.  4 p. 

705.  * Medical  colleges  in  the  United  States.  1881.  3 p.  119 

706.  Comparative  statistics  of  elementary  education  hi  fifty  principal  120 

countries.  [1881.] 

(Folding-sheet.) 

707.  Fifty  years  of  freedom  in  Belgium ; Education  in  Malta ; Third  In-  121 

ternational  geographical  congress  at  Venice  in  1881 ; Illiteracy 

and  crime  in  France;  School  savings  banks,  and  Education  in 
Sheffield.  Washington,  1881.  8 p. 

708.  Library  aids.  Washington,  1881.  10  p.  * 123 

709.  Recognized  medical  colleges  in  the  United  States.  Washington,  124 

1881.  4 p. 

710.  Education  and  crime;  [by  J.  P.  Wickersham.]  Washington,  1881.  126 

10  p. 

711.  Instruction  in  morals  and  civil  government;  [by  A.  Vessiot.]  127 

Washington,  1882.  4 p. 

712.  Comparative  statistics  of  elementary,  secondary,  and  superior  128 

education  in  sixty  principal  countries.  1882. 

(Folding-sheet.) 

713.  National  pedagogic  congress  in  Spain.  Washington,  1882.  4 p.  129 

714.  Natural  science  in  secondary  schools;  [by  F.  Muhlberg.]  Wash-  130 

ington,  1882.  9 p. 

715.  High  schools  for  girls  in  Sweden.  Washington,  1882.  6 p.  131 

716.  Sketch  of  the  Philadelphia  normtll  school  for  girls.  Washington,  150 

1882.  39  p. 

717.  Historical  sketches  of  the  universities  and  colleges  of  the  United  151 

Sfates;  [University  of  Missouri.]  ed.  by  Franklin  B.  Hough, 
Washington,  1883.  72  p. 


52 


LIST  OF  PUBLICATIONS. 


718.  Industrial  education  in  the  United  States.  Washington,  1883.  152 

319  p. 

Printed  also  as  47th  Cong.  2d  sess.  Senate  ex.  doc.  25. 

719.  The  Bufalini  prize.  Washington,  1883.  5 p.  132 

720.  Education  in  Italy  and  Greece.  Washington,  1883.  8 p.  133 

721.  Answers  to  inquiries  about  the  U.  S.  Bureau  of  education,  its  134 

work  and  history ; by  Charles  Warren.  Washington,  1883.  29  p. 

722.  Planting  trees  in  school  grounds;  [by  Frankliji  B.  Hough.]  135 

Washington,  1883.  8 p. 

723.  Articles  exhibited  in  the  Southern  exposition  of  1883  at  Louis-  136 

ville,  Ky.,  from  the  museum  of  the  U.  S.  Bureau  of  education. 
Washington,  1883.  17  p. 

724.  Preliminary  circular  respecting  the  exhibition  of  education  at  the  137 

World’s  industrial  and  cotton  centennial  exposition.  Washing- 
ton, 1884.  11  p. 

725.  Report  of  the  Director  of  the  American  school  of  classical  studies  138 

at  Athens  for  the  year  1882-83;  [by  William  W.  Goodwin.] 
Washington,  1884.  13  p. 


726.  Building  for  the  children  in  the  South;  [by  A.  D.  Mayo.]  Wash-  139 


ington,  1884.  16  p. 

727.  Statistics  regarding  national  aid  to  education.  Washington,  140 

1885.  8,  64  p. 

728.  Planting  trees  in  school  grounds;  [by  Franklin  B.  Hough],  and  141 
the  celebration  of  arbor  day;  [by  John  B.  Peaslee.]  Washing- 
ton, 1885.  3 p. 

729.  International  educational  congress  at  Havre.  Washington,  1885.  142 

6 p. 

730.  Outlines  for  a museum  of  anatomy;  by  R.  W.  Shufeldt.  Wash-  154 

ington,  1885.  65  p. 

731.  Educational  exhibits  and  conventions,  at  the  World’s  industrial  155 


and  cotton  centennial  exposition,  New  Orleans,  1884-85.  Wash- 
ington, 1886.  3 v. 

Contents  : Pt.  I.  Catalogue  of  exhibits. — Pt.  II.  Proceedings  of  the 
International  congress  of  educators. — Pt.  III.  Proceedings  of  the  De- 
partment of  superintendence  of  the  National  educational  association, 
and  addresses  delivered  on  Education  days. 

732.  Indian  education  and  civilization,  a report  prepared  in  answer  156 
to  Senate  resolution  of  February  23,  1905;  by  Alice  C.  Fletcher. 
Washington,  1888.  693  p. 

Printed  also  as  48th  Cong.  2d  sess.  Senate  ex.  doc.  95. 

733.  Art  and  industry.  Industrial  and  high  art  education  in  the  153 
United  States;  by  I.  Edwards  Clarke.  Part  I.  Drawing  in  the 
public  schools.  Washington,  1885.  cclix,  842  p. 

There  are  two  other  editions,  with  slightly  varying  titles ; one 
ordered  by  the  Senate,  the  other  by  the  House. 

734.  Art  and  industry.  Education  in  the  industrial  and  fine  arts  in  216 

the  United  States;  by  Isaac  Edwards  Clarke.  Part  II.  Indus- 
trial and  manual  training  in  public  schools.  Washington,  1892. 
cxlviii,  1338  p. 

735.  Art  and  industry.  Education  in  the  industrial  and  fine  arts  in  253 

the  United  States;  by  Isaac  Edwards  Clarke.  Part  III.  Indus- 
trial and  technical  training  in  voluntary  associations  and  en- 
dowed institutions.  Washington,  1897.  liii,  1145  p. 


MISCELLANEOUS  PUBLICATIONS.  53 

736.  Art  and  industry.  Education  in  the  industrial  and  fine  arts  in  254 

the  United  States;  by  Isaac  Edwards  Clarke.  Part  IV.  Indus- 
trial and  technical  training  in  schools  of  technology  and  in  U.  S. 
land  grant  colleges.  Washington,  1898.  lvi,  1020  p. 

737.  *Manual  training.  (Reprint  of  three  chapters  from  Art  and  in-  272 
dustry. ) 

738.  Report  on  education  in  Alaska,  with  maps  and  illustrations,  by  325 

Sheldon  Jackson.  Washington,  1886.  89  p. 

739.  United  States  Bureau  of  education,  an  office  in  the  Interior  de-  326' 

partment  1867-1888.  Washington,  1888.  8 p. 

(Folding  sheet.) 

740.  The  United  States  Bureau  of  education  created  as  a department  312 
March  2,  1867,  made  an  office  of  the  Interior  department,  July 

1,  1869.  [1889?]  ix  p. 

741.  Indian  education;  by  T.  J.  Morgan.  Washington,  1890.  28  p.  159 

(Bulletin  no.  1,  1889.) 

742.  Honorary  degrees  as  conferred  in  American  colleges;  by  Charles  164 
Forster  Smith.  Washington,  1890.  12  p.  (Bulletin  no.  1,  1890.) 

743.  Introduction  of  reindeer  into  Alaska,  preliminary  report  of  the  169 
general  agent  of  education  for  Alaska  to  the  Commissioner  of 
education,  1890 ; [by]  Sheldon  Jackson.  Washington,  1891.  15  p. 

744.  Rules  and  regulations  for  the  conduct  of  schools  and  education  166 
in  the  district  of  Alaska.  Washington,  1890.  8 p. 

745.  Analytical  index  to  Barnard’s  American  journal  of  education.  187 

31  v.,  1855-1881.  Washington,  1892.  128  p. 

746.  Memoranda  concerning  education  in  Alaska;  [by  Sheldon  Jack-  381 
son].  Washington,  1892.  3 p. 

747.  Report  of  the  Committee  on  secondary  school  studies  appointed  205 
at  the  meeting  of  the  National  educational  association,  July 

9,  1892,  with  the  reports  of  the  conferences  arranged  by  this 
Committee  and  held  December  28-30,  1892.  Washington,  1893. 

249  p. 

748.  Catalogue  of  “A.  L.  A.”  library;  5,000  volumes  for  a popular  200 
library,  selected  by  the  American  library  association  and  shown 

at  the  World’s  Columbian  exposition.  Washington,  1893.  592  p. 

749.  Facts  relating  to  education.  Washington,  1898.  10  p.  382 

(Folding  sheet.) 

750.  * Class  intervals  in  city  public  schools.  By  James  C.  Boykin.  302 

1893.  3 p. 

751.  Report  on  introduction  of  domesticated  reindeer  into  Alaska ; 215 

with  maps  and  illustrations;  by  Sheldon  Jackson.  Washington, 

1894.  187  p. 

Printed  also  as  53d  Cong.  2d  sess.  Senate  ex.  doc.  70. 

752.  Synopses  of  the  courses  of  study  of  eighteen  manual  training  286 

high  schools.  Washington,  1902.  20  p. 

753.  Rules  and  regulations  regarding  the  United  States  reindeer  369 

service  in  Alaska  adopted  June  10, 1907.  Washington,  1907.  14  p. 


INDEX 


[References  are  to  serial  numbers.] 

Abnormal  children,  see  Children,  abnormalities 
Abnormal  man  (MacDonald)  643 
Adams,  H.  B.,  Chautauqua,  85 

College  of  William  and  Mary,  611 
Educational  extension  in  the  United  States,  267 
Study  of  history  in  American  colleges  and  universities,  612 
Summer  schools  in  England,  Scotland,  France,  and  Switzerland,  167 
Thomas  Jefferson  and  the  University  of  Virginia,  614 
University  extension  in  Great  Britain,  233 
Addis,  Wellford,  Advancement  and  improvement  of  agriculture  in  Europe,  103 
Agricultural  and  mechanical  colleges,  154.  202 
Bertillon  system  for  suppressing  crime,  105 
Colleges  of  agriculture  and  the  mechanic  arts,  104 
Curriculum  of  the  land-grant  colleges,  132 

Digest  of  the  laws  regulating  the  administration,  character  and  finances  of  the  public 
school  systems  of  the  states  of  the  Union,  77 
Federal  and  state  aid  to  higher  education,  142 
Learned  professions  and  social  control,  144 

Some  recent  contributions  of  biology,  sociology  and  metallurgy  to  the  curriculum  of 
colleges,  endowed  by  the  federal  government  for  the  benefit  of  agriculture  and 
the  mechanic  arts,  139 

Admission  to  college  on  certificate  of  secondary  schools,  355 
Advancement  and  improvement  of  agriculture  in  Europe,  103 
Aesthetic  element  in  manual  training  (Goodnough)  106 
Africa,  see  British  South  African  colonies  ; Egypt ; Liberia 

Agricultural  and  mechanical  colleges,  37,  104,  154,  202,  251,  294,  333,  344,  377,  392,  424, 

462,  498,  526  ; courses  of  study,  132,  139  ; establishment,  26  ; land  grants,  26  ; Phila- 

delphia International  exhibition,  681 

Agricultural  education,  194,  671  ; Belgium,  482  ; France,  101,  482  ; Prussia,  101  ; United 
States,  489 

See  also  Agricultural  and  mechanical  colleges 
Agricultural  education  in  high  schools,  420 
Agriculture,  Europe,  103 

Aims  and  methods  of  the  teaching  of  physics  (Wead)  603 
Alabama,  education,  625 
Alaska  (Dawson)  620 

Alaska,  education,  60,  63,  67,  70,  75,  79,  86,  110,  152,  199,  244,  290,  329,  434,  472,  490, 

520,  738,  744,  746  ; Eskimos,  627  ; Hlingit  language,  447  ; reindeer,  200,  290,  330,  435, 

454,  491,  520,  743,  751,  753 
Alcohol  physiology  and  superintendence  (Atwater)  270 
Alcoholism,  271 

See  also  Temperance  instruction 
Alderman,  E.  A.,  Eulogium  of  Dr.  J.  L.  M.  Curry,  401 
Obligations  and  opportunities  of  scholarship,  270 
Allen,  W.  F.,  Higher  education  in  Wisconsin,  622 
American  bar  association,  Report  on  legal  education,  65 
American  journal  of  education,  documentary  history,  23  ; index,  23,  745 
American  library  association,  Catalogue  of  ta  library  of  5,000  volumes,  748 
American  school  of  classical  studies  at  Athens,  725 
American  students  in  foreign  universities,  85 
Anatomy,  museums,  730 

Andrews,  C.  C.,  Report  on  the  system  of  public  instruction  in  Sweden,  529 
Anglo-Saxon  language,  43 
Anniversaries,  educational,  686 
Arbor  day,  599,  728 
See  also  Trees 

Architecture,  school,  see  School  architecture 
Are  the  Indians  dying  out?  695 

Argentine  Republic,  education,  184,  533  ; industrial  education,  475 


55 


56 


LIST  OF  PUBLICATIONS. 


Arithmetic,  text-books,  181,  230 
Arkansas,  education,  656 

Aronstein,  Dr.  Ph.,  Development  of  English  secondary  schools  for  boys,  264 
Art,  industrial,  564,  588,  733,  734,  735,  736  ; study,  227 
Art  and  education,  545 

Art  and  industry,  455,  487,  733,  734,  735,  736 
Art  decorations  in  schoolrooms  (Weeks)  107 

Art  education,  106,  452,  455,  487,  733,  734,  735,  736  ; relation  to  manual  training,  106 

Art  education  an  important  factor  in  industrial  development  (Ives)  487 

Art  education  the  true  industrial  education  (Harris)  455 

Artistic  manual  training,  see  Manual  training 

Arts,  advancement,  308 

Association  of  Catholic  colleges,  317 

Atherton,  G.  W.,  Legislative  career  of  Justin  S.  Morrill,  285 
Athletics,  see  Olympic  games  of  1896 

Atkinson,  F.  W.,  Present  educational  movement  in  the  Philippine  Islands,  327 
Attendance,  see  School  attendance 

Atwater,  W.  O.,  Alcohol  physiology  and  superintendence,  270 
Australasia,  education,  217 
Australia,  education,  170,  440 

Austria,  commercial  education,  93 ; industrial  education,  102 
Auxiliary  schools,  Germany,  672 

Bacelli  bill  for  the  reform  of  higher  education  in  Italy  (Oldrini)  360 
Baldwin,  S.  E.,  Readjustment  of  the  collegiate  to  the  professional  course,  272 
Barnard,  Henry,  136,  365 ; commissioner  of  education,  21-34 ; American  journal  of 
education,  documentary  history,  23 

Belgium,  agricultural  education,  482  ; education,  218,  550  ; freedom,  707  ; kindergarten, 
537 

Benefactors,  educational,  419 

Bennett,  C.  A.,  Relation  of  manual  training  and  art  education,  106 
Bertillon  system  for  suppressing  crime  (Addis)  105 
Bible  in  the  public  schools  and  state  universities,  193 
Bible  study  in  American  colleges,  192 

Bibliographies,  A.  L.  A.  library  catalogue,  748  ; Bureau  of  education,  publications,  61,  510  ; 
Confederate  text-books,  236  ; criminology,  643  ; educational  periodicals,  237,  281,  324, 
372,  414,  456,  521  ; publications  by  members  of  certain  college  faculties  and  learned 
societies,  542 

Bingham,  Robert,  Address  on  the  educational  status  and  needs  of  the  new  South,  600 


Biology,  139 ; teaching,  637 

Bird’s-eye  view  of  the  St.  Louis  public  school  system  in  1880  (Harris)  234 
Blackmar,  F.  W.,  Higher  education  in  Kansas,  657 

History  of  federal  and  state  aid  to  higher  education  in  the  United  States,  626 


Blind,  education,  224 

Blodgett,  J.  H.,  Legal  provisions  of  the  various  states  relating  to  teachers’  examinations 
and  certificates,  196 
Sunday  schools,  131 

Boas,  Franz,  Growth  of  Toronto  children,  151 
Statistics  of  growth,  441 

Boise,  J.  R.,  Pronunciation  of  Greek  in  this  country,  45 
Bolivia,  education,  539 
Bonn  university,  587 

Boykin,  J.  C.,  Class  intervals  in  city  public  schools,  750 
Laws  relating  to  city  school  boards,  89 
Statistics  of  city  school  systems,  205 
Tennessee  centennial  and  international  exposition,  140 
Typical  institutions  offering  manual  and  industrial  training,  98 

Boys,  education,  264 

Brazil,  education,  184 

British  India,  education,  263,  516,  540 

British  royal  commissioners  on  technical  instruction,  606 

British  South  African  colonies,  education,  352 

British  West  Indies,  education,  536 


Brooks,  C.  P.,  International  congress  on  technical  education,  174 
Report  on  the  European  textile  schools,  173 
Brown,  E.  E.,  Commissioner  of  education,  19-20,  508-527 
Secondary  education,  402 
Bufalini  prize,  719 

Building  for  the  children  in  the  South  (Mayo)  726 

Buisson,  Ferdinand,  American  education  as  described  by  the  French  commission  to  the 
International  exhibition  of  1876,  569 

Education  of  the  will,  359  , , , . KO_ 

Biilow,  Baroness  Marenholtz,  Philosophy  and  methods  of  the  kindergarten,  537 


INDEX 


57 


Bureau  of  education,  685,  739 ; annual  report,  1867-68,  index,  33  ; annual  reports,  plan 
of  publication,  23 ; circulars,  22-23,  528-666 ; circulars,  plan,  22  ; establishment,  22, 
23,  740;  exhibit,  Louisiana  purchase  exposition,  413;  history,  721;  needs,  562;  publi- 
cations, 33,  510 ; publications,  1867-1890,  index,  61 ; report  on  legal  education,  65 ; 
schedule  of  statistics,  22 ; work,  721 

Burgerstein,  Leo,  Means  for  spreading  hygienic  knowledge  among  the  people,  172 
Medical  inspection  of  schools  abroad,  354 
Bush,  G.  G.,  First  common  schools  of  New  England,  143 
History  of  education  in  Florida,  621 
History  of  education  in  New  Hampshire,  652 
History  of  education  in  Vermont,  659 
History  of  higher  education  in  Massachusetts,  634 
Business  education,  see  Commercial  education 

Butler,  N.  M.,  Status  of  education  at  the  close  of  the  century,  270 
What  knowledge  is  of  most  worth?  106 
Cajori,  Florian,  Teaching  and  history  of  mathematics  in  the  United  States,  628 
Caldwell,  H.  W.,  Education  in  Nebraska,  662 
Calhoun,  A.  W.,  Effects  of  student  life  upon  the  eyesight,  584 
Campbell,  Dr.  F.  J.,  224 

Campbell,  J.  P.,  Biological  teaching  in  the  colleges  of  the  United  States,  637 
Canada,  education,  169,  242,  351,  440 
Carlisle  Indian  school,  700 
Carnegie  institution  of  Washington,  D.  C.,  321 
Cataloguing,  689,  691,  692,  693 
See  also  Library  science 
Catholic  colleges,  317 

Catholic  parochial  schools  of  the  United  States  (Sheedy)  411 

Causes  of  deafness  among  school  children  (Sexton)  583 

Central  America,  education,  91 

Certificates,  teachers’,  see  Teaching,  certificates 

Chadbourne,  P.  A.,  Waste  of  labor  in  the  work  of  education,  551 

Changes  in  the  age  of  college  graduation  (Thomas)  383 

Charity  schools,  553 

Chautauqua  (Adams)  85 

Chemistry,  teaching,  575 

Chicago,  World’s  Columbian  exposition,  education,  72,  74  ; World's  library  congress,  73 
Child  study,  183,  315;  Chicago,  370 

Children,  abnormalities,  225  ; care,  702  ; deafness,  583  ; growth,  151,  183  ; statistics,  441 ; 

legal  rights,  572  ; restlessness,  see  Inhibition  ; study,  151,  183 
Chile,  education,  533 

Chilian  educational  congress  and  exhibit,  417 

Chilian  international  exposition,  Santiago,  education,  682 

China,  education,  489,  556,  703 

Choate,  Joseph,  Education  in  America,  420 

Church  and  education,  348 

City  school  systems,  291,  332,  420,  604  ; St.  Louis,  234  ; statistics,  112,  158,  205,  248,  375, 
422,  461,  496,  524 

See  also  Public  schools 

Civics,  711  ; teaching,  England,  129,  France,  129,  Switzerland,  129 
Civilization,  definition,  455 

Clark,  S,  M.,  Public  libraries  in  the  United  States  of  America,  689 
Clark,  T,  M.,  Rural  school  architecture,  573 
Clark,  W.  G.,  History  of  education  in  Alabama,  625 

Clarke,  F.  W.,  Report  on  the  teaching  of  chemistry  and  physics  in  the  United  States,  575 
Clarke,  I.  E„  Art  and  industry,  733,  734,  735,  736 
Drawing  in  public  schools,  545 
Class  intervals  in  city  public  schools  (Boykin)  750 
Classical  education,  725 
Coeducation,  85,  326,  410,  592 

See  also  Women,  education 
College  libraries,  570 
College  woman  (Pace)  475 
College-bred  negro,  346 

Colleges  and  universities,  423,  462,  497,  525  ; age  of  graduation,  383  ; Bible  study,  192, 
193  ; biology,  teaching,  637  ; commencements,  Connecticut,  Maine,  Massachusetts,  New 
Hampshire,  New  Jersey,  New  York,  Pennsylvania,  Rhode  Island,  Vermont,  541,  south- 
ern states,  western  states,  543  ; degrees,  742  ; entrance  requirements,  133,  355  ; faculty 
publications,  542  ; foreign,  108,  147,  198,  246,  328,  362,  405,  459,  474,  515,  532,  Ameri- 
can students,  85  ; Germany,  532,  foreign  students,  247,  insurance,  442,  pensions,  442  ; 
graduates,  vital  statistics,  534  ; history,  study,  612  ; length  of  course,  366  ; Philadel- 
phia international  exhibition,  681  ; professional  training,  272  ; Prussia,  women  students, 
247  ; physical  education,  608;  statistics,  United  States,  676;  students,  distribution,  534; 
United  States,  395,  458,  717 

See  also  Degree-conferring  institutions ; Higher  education ; name  of  institution 


58 


LIST  OF  PUBLICATIONS. 


Colorado,  higher  education,  G64 

Colored  race,  see  Negroes  ; Southern  states 

Commencements,  college,  see  Colleges  and  universities,  commencements 

Commercial  education,  298,  323,  337,  379,  429,  468,  503  ; Austria,  93  ; Europe,  93,  128 ; 

France,  93;  Germany,  93,  483;  Switzerland,  363;  United  States,  117,  159,  207,  483 
Commissioner  of  education,  Annual  reports,  21-527  ; Annual  statements,  1-20 
Commons,  J.  R.,  History  of  higher  education  in  Ohio,  633 
Compare,  Gabriel,  Higher  and  secondary  education  in  the  United  States,  99 
Compulsory  education,  85,  531 
Confederate  text-books  (Weeks)  236 

Connecticut,  colleges  and  universities,  commencements,  541  ; education,  641 

Conscripts,  French  and  Prussian,  528 

Constitutional  provisions  respecting  education,  25,  554 

Construction  of  library  buildings  (Poole)  577 

Consular  reports  on  education,  149,  195,  245,  288,  331,  364,  404 

Continuation  schools,  85,  670 

Conventions,  educational,  308,  417,  686,  697,  699,  729,  731 
Cook  county  normal  school,  347 
Cooking  schools,  568 

Corbett,  H.  R.,  Free  high  schools  for  rural  pupils,  274 

Corning,  J.  L.,  Reports  on  the  systems  of  public  instruction  in  Wiirttemberg,  557 

Correlation  of  studies,  95 

Correspondence  schools,  369 

Courses  of  study  in  medical  schools,  165 

Crime,  France,  707  ; Germany,  446 

Criminology,  105,  643 

See  also  Education  and  crime 

Cuba,  education,  182,  436,  517  v 

Current  topics,  197,  303,  388,  437,  473,  488,  519 
Curry,  J.  L.  M.,  Education  in  the  southern  states,  401 
National  aid  to  education,  597 

Curry,  J.  L.  M.,  and  his  services  to  education  in  the  South  401 
Curtis,  H.  S.,  Vacation  schools,  playgrounds  and  settlements,  391 
Cutter,  C.  A.,  421 

Rules  for  a dictionary  catalogue,  689,  691,  692,  693 
Dabney,  C.  W.,  Public  school  problem  in  the  South,  319 

Davis,  N.  S.,  Contributions  to  the  history  of  medical  education  and  medical  institutions 
in  the  United  States  of  America,  696 
Dawson,  N.  H.  R.,  Commissioner  of  education,  1-2,  55-57 
Alaska,  620 

Deaf  and  dumb,  education,  583 

Deafness  among  school  children  (Sexton)  583 

Defective  classes,  schools,  301,  340,  433,  471,  507  ; statistics,  119,  161,  209,  256 
Degree-conferring  institutions,  supervision,  189 
See  also  Colleges  and  universities 
Degrees,  honorary,  colleges  and  universities,  742 
Delaware,  education,  399,  642 
Denmark,  education,  125,  557 
Dental  education  in  the  United  States,  185 
DeRiemer,  W.  E.,  Education  in  India,  175 

Development  of  English  secondary  schools  for  boys  (Aronstein)  264 
Dewey,  Melvil,  Papers  prepared  for  the  World’s  library  congress,  73 
Diplomas,  sale,  698 

Directories,  educational,  96,  141,  186,  282,  325,  373,  415,  457,  494,  522 

Discipline,  school,  see  School  discipline 

Diseases,  schoolroom,  see  School  hygiene 

District  of  Columbia,  public  schools,  33,  675 

Dodge,  W.  E.,  421 

Drawing,  industrial,  see  Art,  industrial 
Drawing  in  the  public  schools  (Clarke)  545,  733 

Dresslar,  F.  B.,  tr.  Auxiliary  schools  of  Germany,  by  B.  Maennel,  672 
Dreyfus-Brisac,  Edmond,  University  of  Bonn,  587 
Eaton,  J.  S.,  Educational  training  for  railway  service,  232 
Eaton,  John,  commissioner  of  education,  35-54 

Address  on  museums  illustrative  of  education,  581 
Address  on  national  aid  to  education,  565 
Address  on  the  needs  of  the  Bureau  of  education,  562 
Education  in  Porto  Rico,  266 

Notes  on  education  at  the  Columbian  exposition,  74 
Royal  normal  college  for  the  blind.  London,  224 

Sketches  of  educational  benefactors  and  lives  devoted  to  education,  419  • 


INDEX. 


59 


Economic  geography,  see  Geography,  economic 
Ecuador,  education,  533 

Education,  constitutional  provisions,  25,  554  ; consular  reports,  149,  245,  331,  364,  404  ; 
current  topics,  106,  197,  303,  388,  437,  473,  488,  519;  discussions  (Walker)  135;  for- 
eign countries,  213,  260  ; miscellaneous  questions,  150,  226,  286,  356,  420,  749  ; national 
aid,  565,  597,  727  ; new  history,  247  ; opinions,  34  ; Quincy  method,  347  ; topics  con- 
cerning the  several  States,  109,  146,  287  ; United  States,  foreign  influence,  178 
Education,  a national  interest,  22-23 
Education  and  art,  see  Art  and  education 
Education  and  crime,  241,  643,  710 
See  also  Criminology 

Education  and  labor,  see  Labor  and  education 
Education  and  patho-social  studies,  81 
Education  and  state,  27 

Education  bill  of  1906  for  England  and  Wales  as  it  past  the  House  of  commons  (Smith) 
667 

Education  of  French  and  Prussian  conscripts,  528 
Educational  conventions  and  anniversaries,  see  Conventions 
Educational  directories,  see  Directories,  educational 
Educational  exhibitions,  see  Exhibitions 
Educational  extension  in  the  United  States  (Adams)  267 
Educational  land  grants,  see  Land  grants  for  educational  purposes 
Educational  land  policy  of  the  United  States,  24 
Educational  matters  of  interest  in  various  states,  109,  146,  287 
Educational  meetings,  33 

Educational  movement  in  the  South  (Rose)  398 
Educational  museums,  see  Museums,  educational 
Educational  pathology  or  self-government  in  schools,  307 
Educational  periodicals,  see  Periodicals,  educational 
Educational  progress  of  the  year  1901-02  (Harper)  357 
Educational  societies,  see  Societies,  educational 
Educational  towns  in  France  (Ferry)  704 
Educational  training  for  railroad  service,  232,  309 
Educational  values  (Harris)  78 
Educational  writers,  316,  353,  396,  445 
See  also  Educators 
Educators,  419 

See  also  Educational  writers 
Effects  of  student  life  upon  the  eyesight  (Calhoun)  584 
Egypt,  education,  550 

Elementary  education,  706  ; London,  559  ; statistics,  712,  foreign,  120 
Elimination  of  pupils  from  school  (Thorndike)  673 

Eliot,  C.  W.,  Expenditure  for  popular  education  justified  by  its  results,  420 
Good  urban  school  organization,  420 
Elliott,  E.  C.,  State  school  systems,  669 
Ellis,  G.  W.,  Education  in  Liberia,  484 
Emory-Henry  college,  614 

Engineering  colleges,  entrance  requirements,  137 

See  also  Agricultural  and  mechanical  colleges  ; Technical  education 
England,  higher  education,  450 ; school  law,  667 ; secondary  education,  264 ; summer 
schools,  167 ; teaching,  247 ; civics,  129 
See  also  Great  Britain 
English  rural  schools  (Hulhert)  574 
English-Eskimo  and  Eskimo-English  vocabularies,  627 
Eskimo  language,  145,  627 
Eskimos,  Alaska,  627  ; Siberia,  627 

Europe,  agriculture,  103 ; commercial  education,  93,  128 ; education,  84,  127,  171,  219, 
276,  305 ; industrial  education,  173,  701 
Examinations,  public  schools,  635 ; teachers’,  196,  591. 

Exhibitions,  educational,  Chicago,  World’s  Columbian  exposition,  72,  74 
Louisville,  Ky.,  Southern  exposition,  723 
Nashville,  Tenn.,  Centennial  exposition,  140 

New  Orleans,  World’s  industrial  and  cotton  centennial  exposition,  601,  724,  731 
Paris  exposition  (Philbrick)  566  ; sociology,  289 
Philadelphia,  Centennial  exposition,  548,  552,  569,  681,  697 
St.  Louis,  Louisiana  purchase  exposition,  413,  451,  452,  458,  459 
Santiago,  Chile,  International  exposition,  682 
Vienna,  International  exposition,  538 
Expenditure  for  popular  education  justified  by  its  results  (Eliot)  420 
Experimental  study  of  children  (MacDonald)  183 
Eyesight,  effects  of  study,  584 
Fay,  E.  W.,  History  of  education  in  Louisiana,  650 

Federal  anc[  state  aid  to  higher  education  (Addis)  142;  (Blackmar)  626 
Ferry,  Jules,  Educational  towns  in  France,  704 


60 


LIST  OF  PUBLICATIONS. 


Ficker,  Dr.  A.,  Educational  statistics,  528 
Fifty  years  of  freedom  in  Belgium,  707 
Finland,  education,  557 

First  common  schools  of  New  England  (Bush)  143 
Fisher,  Laura,  Kindergarten,  406 

Fletcher,  A.  C.,  Indian  education  and  civilization,  732 

Flint,  Weston,  Statistics  of  public  libraries  in  the  United  States  and  Canada,  646 
Florida,  education,  621 

Foreign  students  in  German  universities,  247 
Forestry  schools,  489,  580 

France,  J.  M.,  Reports  on  the  systems  of  public  instruction  in  Greece,  533 
France,  agricultural  education,  101,  482  ; commercial  education,  93  ; crime,  707  : educa- 
tion, 124,  180,  235,  322,  358,  403,  481,  512,  582,  704  ; illiteracy,  707  ; maternal  schools, 
589  ; summer  schools,  167  ; teaching,  civics,  129  ; technical  education,  590 
Franklin,  Benjamin,  and  the  University  of  Pennsylvania  (Thorpe)  639 
Franklin’s  influence  in  American  education  (Thorpe)  345 
Free  high  schools  for  rural  pupils  (Corbett)  274 
Free  school  systems,  274,  616,  677 
French,  F.  G.,  Education  in  Denmark,  125 
Education  in  Norway,  126 

Fundamental  to  accessory  in  the  development  of  the  nervous  system  and  of  movements, 
310 

Future  of  the  colored  race,  240 

Gade,  Gerhard,  Report  on  the  system  of  public  instruction  in  Norway,  529 
Garfield,  J.  A.,  Education,  a national  interest,  23 
Gay,  G.  E.,  Public  schools  of  the  United  States,  451 
Technical  schools,  art  schools,  etc.,  452 
Universities  and  colleges  of  foreign  countries,  459 
Universities  and  colleges  of  the  United  States,  458 
Gayley,  C.  M.,  Account  of  the  proceedings  of  the  International  congress  for  reproduction 
of  manuscripts,  Liege,  1905,  485 

Geddes,  Patrick,  International  association  for  the  advancement  of  science,  arts,  and  edu- 
cation, 308 

Geography,  economic,  238  ; teaching,  148 
Georgia,  education,  453,  617 

German  instruction  in  American  schools  (Viereck)  314 
German  language,  teaching,  United  States,  314 
German  views  of  American  education,  668 

Germany,  auxiliary  schools,  672  ; commercial  education,  93,  483  ; crime,  446  ; education, 
416 ; industrial  education,  102 ; secondary  education,  546 ; teachers,  training,  558 ; 
universities,  foreign  students,  247  ; pensions  and  insurance,  442 
Gibbs,  J.  W.,  421 

Gilman,  D.  C.,  Report  on  the  national  schools  of  science,  37 
Girls,  education,  28,  715,  716 

See  also  Women,  education 
Good  urban  school  organization  (Eliot)  420 
Goodnough,  W.  S.,  Aesthetic  element  in  manual  training,  106 

Goodwin,  W.  W.,  Report  of  the  director  of  the  American  school  of  classical  studies  at 
Athens  for  the  year  1882-83,  725 
Goodyear,  W.  H.,  Some  principles  of  decorative  art,  106 

Gordy,  J.  P.,  Rise  and  growth  of  the  normal-school  idea  in  the  United  States,  636 
Gove,  Aaron,  Public  school  systems  of  the  United  States,  397 
Trail  of  the  city  superintendent,  270 
Graded  schools,  see  Public  schools 
Grading,  see  Promotions  ; Public  schools 

Grammar  and  vocabulary  of  the  Hlingit  language  of  southeastern  Alaska  (Kelly  and 
Willard)  447 

Great  Britain,  education,  123,  168,  216,  280,  318.  368,  393,  449,  511  ; university  exten- 
sion, 233 

See  also  England 

Greece,  education,  130,  533,  720 ; language,  284 
Greek  language,  45 

Greenwood,  J.  M.,  Notes  on  the  history  of  American  text-books  on  arithmetic,  181,  230 

Greer,  J.  N.,  History  of  education  in  Minnesota,  661 

Growth  of  children,  see  Children,  growth 

Growth  of  Toronto  children  (Boas)  151 

Gymnastics,  see  Physical  training 

Hailmann,  W.  N.,  German  views  of  American  education,  668 
Hall,  E.  W.,  History  of  higher  education  in  Maine,  666 
Ilampden-Sydney  college,  614 
Hampton  institute,  443 


INDEX, 


61 


Harper,  W.  R.,  Educational  progress  of  the  year  1901-2,  357 
Ideals  of  educational  work,  106 
Harris,  W.  T.,  commissioner  of  education,  3—18,  58-507 

Address  at  dedication  of  the  McKinley  manual  training  school,  Washington,  D.  C.,  420 
Art  education  the  true  industrial  education,  455 
Bird’s-eye  view  of  the  St.  Louis  public  school  system  in  1880,  234 
Definition  of  civilization,  455 
Educational  values,  78 
Intellectual  value  of  tool  work,  455 
Reports  of  the  Mosely  educational  commission,  478 
Study  of  art  and  literature  in  schools,  227 
Hartwell,  E.  M.,  On  physical  training,  177,  407 

Physical  training  in  American  colleges  and  universities,  608 
Haskins,  C.  H.,  History  of  higher  education  in  Pennsylvania,  663 

Hatscheck,  Julius,  Regulations  relating  to  pensions  and  insurance  in  all  German  uni- 
versities, 442 
Hawaii,  education,  436 

Hays,  W.  M.,  Agricultural  education  in  high  schools,  420 
Heikel,  Felix,  Reports  on  the  systems  of  public  instruction  in  Finland,  557 
High  schools,  public,  justification,  273;  Sweden,  for  girls,  715 
See  also  Secondary  education 

Higher  education,  249,  292,  611  ; Colorado,  664  : England,  450  ; federal  aid,  142,  321,  626  ; 
Indiana,  629  ; Iowa,  645  ; Italy,  360  ; Kansas,  657  ; Kentucky,  655  ; Maine,  666  ; Massa- 
chusetts, 634  ; Michigan,  632  ; Missouri,  651  ; New  York,  658  ; Ohio,  633  ; Pennsylvania, 
663  ; Rhode  Island,  648  ; South  Carolina,  616  ; state  aid,  142,  626  ; statistics,  115,  153, 
712 ; Tennessee,  644  ; United  States,  99,  201  ; Wisconsin,  622 
See  also  Colleges  and  universities  ; Professional  education 
Hilder,  F.  F.,  Education  in  Mexico  and  Central  America,  91 

Education  in  the  Argentine  Republic,  Uruguay,  and  Brazil,  184 
Hill,  F.  A.,  421 

Hinsdale,  B.  A.,  Notes  on  the  history  of  foreign  influence  upon  education  in  the  United 
States,  178 

Western  literary  institute  and  college  of  professional  teachers,  228 
Hinsdale,  M.  L.,  Legislative  history  of  the  public  school  system  of  Ohio,  306 
Western  literary  institute  and  college  of  professional  teachers,  228 
History,  study,  612 

History  of  secondary  instruction  in  Germany  (Jacobson)  546 
Hlingit  language,  Alaska,  447 

Holden,  E.  S.,  United  States  naval  academy  at  Annapolis,  229 
Honorary  degrees  as  conferred  in  American  colleges  (Smith)  742 
Hopkins  grammar  school,  New  Haven,  Conn.,  283 
Hough,  F.  B.,  Historical  sketch  of  Union  college,  688 

Historical  sketches  of  the  universities  and  colleges  of  the  United  States,  717 
Planting  trees  in  school  grounds,  722,  728 

Hough,  Franklin,  Constitutional  provisions  in  regard  to  education  in  the  several  states 
of  the  American  Union,  554 
Hough,  Theodore,  Swedish  gymnastics,  239 
Hulbert,  H.  W.,  English  rural  schools,  574 

Hull,  W.  I.,  History  of  higher  education  in  Pennsylvania,  663 
Hygiene,  172 

See  also  School  hygiene 
Iceland,  education,  97 
Ideals  of  educational  work  (Harper)  106 

Illiteracy,  361 ; statistics,  528  ; France,  707  ; United  States,  387,  597 
Imitation,  study,  134 

Inception,  organization  and  management  of  training  schools  for  nurses,  585 
Indexes,  American  journal  of  education,  23,  745  ; Bureau  of  education,  publications,  61, 
510 

India,  education,  175 

Indian  school  at  Carlisle  Barracks  (Warren)  700 
Indiana,  higher  education,  629 
Indians,  695,  732  ; education,  741 
Industrial  art,  see  Art,  industrial 

Industrial  education,  85,  98,  160,  206,  253,  297,  668,  336,  428,  467,  502,  553,  588,  734,  735, 
736 ; Argentine  Republic,  475 ; Austria.  102 ; Europe,  173,  701  ; Germany,  102 ; The 
South,  618  ; Switzerland,  102  ; United  States,  409,  578,  718 
Industrial  exhibitions,  see  Exhibitions 
Inhibition,  311 

Inspection,  see  Medical  inspection  of  schools 
Instruction  in  forestry,  489 

Insurance,  colleges  and  universities,  Germany,  442 
Intellectual  value  of  tool  work  (Harris)  455 


62 


LIST  OF  PUBLICATIONS. 


International  association  for  the  advancement  of  science,  arts,  and  education  (Geddes) 
308 


International  conference  on  education,  Philadelphia,  697 
International  congress  for  reproduction  of  manuscripts,  Li£ge,  485 
International  congress  of  educators,  731 
International  congress  on  technical  education  (Brooks)  174 
International  educational  congress,  Brussels,  699  ; Havre,  729 
International  exhibitions,  see  Exhibitions 
International  geographical  congress,  3d,  Venice,  707 
International  prison  congress,  92,  595,  630 
Iowa,  higher  education,  645 

Ireland,  education,  123,  168,  216,  280,  318,  368,  393,  449,  511 

Italy,  education,  231,  360,  514,  720  ; higher  education,  360  ; kindergartens,  537  ; technical 
education,  538 

Ives,  H.  C.,  Art  education  an  important  factor  in  industrial  development,  487 
Jackson,  Sheldon,  Education  and  reindeer  in  Alaska,  290,  520 

Education  in  Alaska,  60,  63,  67,  70,  75,  79,  86,  110,  152,  199,  244,  329,  434,  472, 
490,  738,  746 

Introduction  of  reindeer  into  Alaska,  200,  330,  435,  491,  743,  751 
Jackson,  W.  R.,  Present  status  of  the  certification  of  teachers  in  the  United  States,  400 
Jacobson,  Herman,  German  and  other  foreign  universities,  532 
History  of  secondary  instruction  in  Germany,  546 
James,  E.  J.,  Commercial  education  in  Europe,  93 
Japan,  education,  221,  549,  607,  statistics,  533 

Jarvis,  Dr.  Edward,  Value  of  common  school  education  to  common  labor,  567 

Jastrow,  J.,  Higher  education  for  business  men  in  the  United  States  and  Germany,  483 

Jefferson,  Thomas,  614 

Jewell,  J.  R.,  Agricultural  education,  671 

Johnston,  W.  P,,  Work  for  a new  South,  criticism,  243 

Jones,  A.  J.,  Continuation  school  in  the  United  States,  670 

Jones,  C.  E.,  Education  in  Georgia,  617 

Joynes,  E.  S.,  Letter  as  to  establishment  of  a normal  school  in  Virginia,  312 
Justification  of  the  public  high  school  (Morgan)  273 
Juvenile  criminality  in  Germany  (Loening)  446 
Kansas,  higher  education,  657 

Kelly,  J.  W.,  English-Eskimo  and  Eskimo-English  vocabularies,  627 
Eskimo  vocabularies,  145 

Ethnographical  memoranda  concerning  the  Arctic  Eskimos  in  Alaska  and  Siberia, 
627 


Kelly,  W.  A.,  Grammar  and  vocabulary  of  the  Hlingit  language  of  southeastern  Alaska, 
447 


Kentucky,  higher  education,  655 

Kindergartens,  211,  406,  537;  Belgium,  537;  Italy,  537;  St.  Louis,  138;  statistics,  257, 
302,  386 

Knight,  G.  W.,  History  of  higher  education  in  Ohio,  633 
Kovalevsky,  E.,  Edifcation  in  Russia,  371 

Krohn,  W.  O.,  Minor  mental  abnormalities  in  children  as  occasioned  by  certain  erroneous 
school  methods,  225 
Labor  and  education,  535,  567 

Land  grants  for  educational  purposes,  21,  24,  26,  677 

Land-grant  colleges,  344,  392;  courses  of  study,  132;  industrial  education,  736;  technical 
education,  736 

Lane,  J.  J.,  History  of  education  in  Texas,  665 
Language  question  in  Greece  (Quinn)  284 
Latin  language,  44 

Laveleye,  E.  de,  Progress  of  education  in  Russia,  550 
Law  schools,  see  Professional  education 
Learned  professions  and  social  control  (Addis)  144 
Learned  societies,  see  Societies,  educational 

Legal  provisions  respecting  the  examination  and  licensing  of  teachers,  591 
Legal  rights  of  children  (Wilcox)  572 
Legislative  career  of  Justin  S.  Morrill  (Atherton)  285 
Leipzig  university,  557 

Leland,  C.  G.,  Industrial  art  in  schools,  588 
Length  of  teachers’  service,  460 

LeRossignol,  J.  E.,  History  of  higher  education  in  Colorado,  664 
Letter  to  editors  and  publishers  of  newspapers,  33 
Lewis,  A.  F.,  History  of  higher  education  in  Kentucky,  655 
Lewis,  R.  E.,  State  education  in  Japan,  221 
Liberia,  education,  484 


INDEX. 


63 


Libraries,  279,  408,  689,  690 ; relation  to  public  schools,  179,  275  ; United  States  and 
Canada,  646 

See  also  College  libraries;  Library  science;  School  libraries 
Library  aids,  708 
Library  buildings,  577 
Library  catalogues,  748 
Library  legislation,  90 
Library  science,  73,  689,  690,  708 
See  also  Cataloguing 

Licenses,  teachers’,  see  Teaching,  certificates 

Lifege,  International  congress  for  reproduction  of  manuscripts,  485 
Limitations  to  artistic  manual  training  (Richards)  106 

Lindsay,  S.  M.,  Inauguration  of  the  American  school  system  in  Porto  Rico,  492 
Liquor  question,  see  Temperance  instruction 
Literature,  study,  227 

Loening,  Edgar,  Juvenile  criminality  in  Germany,  446 

London,  education,  394  ; elementary  education,  559  ; Royal  normal  college  for  the  blind, 
224  ; School  board,  394 

Lopez,  E.  A.,  Old  and  new  methods  of  teaching,  475 
Louisiana,  education,  650 

Louisville,  Ky.,  Southern  exposition,  education,  723 
Lyte,  E.  O.,  State  normal  schools  of  the  United  States,  412 
MacDonald,  Arthur,  Abnormal  man,  643 

Experimental  study  of  children,  including  anthropometrical  and  psycho-physical 
measurements  of  Washington  school  children,  183 
McKinley  manual  training  school,  Washington,  D.  C.,  dedication,  420 
McLaughlin,  A.  C.,  History  of  higher  education  in  Michigan,  632 
Maennel,  B.,  Auxiliary  schools  of  Germany,  672 

Maine,  colleges  and  universities,  commencements,  541  ; higher  education,  666 
Malta,  education,  707 
Mann,  Horace,  94 

Manual  of  the  common  native  trees  of  the  northern  United  States,  694 

Manual  training,  98,  160,  206,  253,  297,  336,  409,  428,  455,  467,  502,  624,  734,  737,  752  ; 

illation  to  art  education,  106 
Manuscripts,  485 

Marble,  A.  P.,  Sanitary  conditions  for  schoolhouses,  631 
March,  F.  A.,  Spelling  reform,  576,  647 
Study  of  Anglo-Saxon,  43 

Martin,  Artemas,  Notes  on  the  history  of  American  text-books  on  arithmetic,  230 
Martin,  W.  A.  P.,  Report  on  the  system  of  public  instruction  in  China,  556 
Maryland,  education,  399,  649 

Massachusetts,  colleges  and  universities,  commencements,  541  ; higher  education,  634 

Masson,  Octavie,  Kindergarten  in  Belgium,  537 

Maternal  schools  in  France,  589 

Mathematics,  history,  628  ; teaching,  628 

Mayes,  Edward,  History  of  education  in  Mississippi,  654 

Mayo,  A.  D.,  Building  for  the  children  in  the  South,  726 

Development  of  the  common  school  in  the  western  states  from  1830  to  1865,  223 
Education  in  southwestern  Virginia,  66 

Final  establishment  of  the  American  common  school  system  in  North  Carolina, 
South  Carolina  and  Georgia,  453 

Final  establishment  of  the  American  common  school  system  in  West  Virginia, 
Maryland,  Virginia,  and  Delaware,  399 
Henry  Barnard,  136 
Industrial  education  in  the  South,  618 

Organization  and  development  of  the  American  common  school  in  the  Atlantic  and 
central  states  of  the  South,  1830  to  1860,  269 
Organization  and  reconstruction  of  state  systems  of  common-school  education  in  the 
north  Atlantic  states  from  1830  to  1865,  176 
Services  of  Doctor  Curry  in  connection  with  the  Peabody  fund,  401 
Southern  women  in  the  x*ecent  educational  movement  in  the  South,  638 
William  Preston  Johnston's  work  for  a new  South,  243 

Work  on  certain  northern  churches  in  the  education  of  the  freedmen,  1861-1900,  348 
Mead,  E.  D.,  Old  South  work,  278 

Means  for  spreading  hygienic  knowledge  among  the  people  (Burgerstein)  172 
Measure  of  a teacher’s  efficiency  (Seaver)  475 

Mechanical  colleges,  see  Agricultural  and  mechanical  colleges ; see  Technical  education 
Medical  education,  165,  679,  696,  705,  709 
See  also  Professional  education 
Medical  inspection  of  schools,  191  ; foreign,  354 
Mental  fatigue  in  school,  100 

Meriwether,  Colyer,  History  of  higher  education  in  South  Carolina,  616 
Merriam,  L.  S.,  Higher  education  in  Tennessee,  644 


64 


LIST  OF  PUBLICATIONS. 


Metallurgy,  139 

Mexico,  education,  91 

Michigan,  higher  education,  632 

Military  schools,  see  Virginia  military  institute 

Mining  engineering,  341 

See  also  Technical  education 
Minnesota,  education,  661 

Minor  mental  abnormalities  in  children  (Krohn)  225 
Miscellaneous  educational  topics,  150,  226,  286,  356,  420 
Mississippi,  education,  654 
Missouri,  higher  education,  651 
Missouri  university,  717 

Modern  language  association  of  America,  Committee  of  twelve,  report,  187 
Monroe,  W.  S.,  Progress  of  education  in  Italy,  514 
Morality,  711 

Morgan,  H.  H.,  Justification  of  the  public  high  school,  273 

Morgan,  T.  J.,  Indian  education,  741 

Morrill,  J.  S.,  285 

Mortality,  see  Teachers,  mortality 

Mosely  educational  commission,  478,  479 

Mount  Holyoke  college,  687 

Muhlberg,  F.,  Natural  science  in  secondary  schools,  714 
Murray,  David,  History  of  education  in  New  Jersey,  653 
Museums,  educational,  581 
Music,  study,  609 

Nashville,  Tennessee  centennial  and  international  exposition,  140 

National  aid  to  education  (Addis)  142;  (Blackmar)  626;  (Curry)  597;  (Eaton)  565; 
statistics,  727 

National  education  association  of  the  United  States,  secondary  education,  report,  747 
National  education  association  of  the  United  States,  Department  of  superintendence, 
190,  270,  384,  544,  547,  555,  561,  579,  586,  593,  598,  610,  613,  619,  623,  680,  731 
National  government  and  higher  education  (Walcott)  321 
National  land  grants  for  educational  purposes,  26 
National  pedagogic  congress  in  Spain,  713 
Natural  science  in  secondary  schools  (Muhlberg)  714 
Nature  study,  671 
Naval  academy,  United  States,  229 
Nebraska,  education,  662 
Necrology,  111,  212,  259,  350,  418 

Negroes,  education,  118,  208,  240,  254,  299,  338,  346,  348,  381,  431,  505 
See  also  Southern  states 
Nervous  system,  310 

See  also  Inhibition  ; Physiology 
Netherlands,  education,  557 

Netolitzky,  August,  Medical  inspection  of  schools  abroad,  354 
New  England,  education,  143 

New  Hampshire,  colleges  and  universities,  commencements,  541 ; education,  652 
New  Haven,  Connecticut,  Hopkins  grammar  school,  283 

New  Jersey,  colleges  and  universities,  commencements,  541  ; education,  653 
New  Orleans,  World’s  industrial  and  cotton  centennial  exposition,  education,  601, 
724,  731 

New  Prussian  school  law  of  1906,  513 

New  York,  colleges  and  universities,  commencements,  541  ; higher  education,  658 ; 

secondary  education,  486 
New  Zealand,  education,  170,  440 

Newell,  M.  A.,  Contributions  to  the  history  of  normal  schools  in  the  United  States,  258 
Noel,  J.  V.,  Report  on  the  Chilean  educational  congress  and  exhibit,  417 
Nohle,  Dr.  E.,  History  of  the  German  school  system,  166 

Normal  and  training  schools,  32,  636,  716;  statistics,  114,  156,  203,  252,  295,  334,  378, 
426,  465,  500  ; United  States,  258,  412  ; Virginia,  312 

See  also  Cook  county  normal  school ; Teachers,  training 
North  Atlantic  states,  public  schools,  176 
North  Carolina,  education,  453,  615 
Norway,  education,  126,  529 

Nurses,  training  schools,  380,  430,  469,  504,  518,  585,  560 
Nutting,  M.  A.,  Education  and  professional  position  of  nurses,  518 
Nutting,  M.  O.,  Historical  sketch  of  Mount  Holyoke  seminary,  687 
Obligations  and  opportunities  of  scholarship  (Alderman)  270 
Ohio,  education,  306 ; higher  education,  633 


INDEX. 


65 


Old  and  new  methods  of  teaching  (Lopez)  475 
Old  South  work  (Mead)  278 

Oldrini,  Alexander,  Bacelli  bill  for  the  reform  of  higher  education  in  Italy,  360 
Public  education  in  Italy  and  its  reform,  231 
Olympic  games  of  1896,  106 

Orcutt,  Hiram,  Methods  of  school  discipline,  530 
Organization,  school,  see  School  organization 

Organization  and  reconstruction  of  state  systems  of  common-school  education  in  the 
North  Atlantic  states  from  1830  to  1865  (Mayo)  176 
Orr,  G.  J.,  Address  on  the  needs  of  education  in  the  South,  563 
Oxford  university,  367 
Pace,  E.  A.,  College  woman,  475 

Packard,  R.  L.,  Education  in  Cuba,  Porto  Rico,  and  the  Philippines,  182 
Talmer,  A.  F.,  421 

Paris  exposition,  education,  566  ; sociology,  289 

Parochial  schools,  see  Catholic  parochial  schools  of  the  United  States 
Parker,  Francis  Wayland,  and  his  work  for  education,  347 
Parker,  L.  F.,  Higher  education  in  Iowa,  645 
Peabody,  E.  P.,  Kindergarten  in  Italy,  537 
Peabody  fund,  trustees,  401 

Pearne,  T.  H.,  Education  in  the  British  West  Indies,  536 
Peaslee,  J.  B.,  Address  on  arbor  day  in  the  public  schools,  599 
Celebration  of  arbor  day,  728 
Pedagogy,  713 

See  also  Teaching 

Pennsylvania,  colleges  and  universities,  commencements,  541  : higher  education,  663 
Pennsylvania  university,  639 

Pensions,  colleges  and  universities,  Germany,  442 
See  also  Teachers,  pensions 

Periodicals,  educational,  237,  281,  324,  372,  414,  456,  521 

Philadelphia  centennial  exhibition,  education,  548,  552,  555,  569,  681,  683,  697 
Philadelphia  normal  school  for  girls,  716 

Philbrick,  ,T.  D.,  Address  on  education  at  the  Paris  exposition.  566 
City  school  systems  in  the  United  States,  604 
Philippine  Islands,  education,  182,  327,  385,  436,  499,  517 
Philosophy  and  methods  of  the  kindergarten  (Biilow)  537 
Phonography,  see  Stenography 
Physical  training,  177,  407,  608  ; Sweden,  239 
Physics,  teaching,  575,  603 
Physiology,  270,  310 

Pitman,  Benn,  Sir  Isaac  Pitman  and  his  services  to  phonography,  475 
Pitman,  Sir  Isaac,  and  his  services  to  phonography,  475 
Planting  trees  in  school  grounds  (Hough)  722,  728 
Play  grounds,  277,  391 

Plugge,  C.  H.,  Reports  on  the  systems  of  public  instruction  in  the  Netherlands,  557 

Poole,  W.  F.,  Construction  of  library  buildings,  577 

Portable  schoolhouses,  see  Schoolhouses,  portable 

Porto  Rico,  education,  182,  266,  374,  492 

Portugal,  education,  539,  557 ; statistics,  533 

Powell,  L.  P.,  History  of  education  in  Delaware,  642 

Practical  and  industrial  education  in  the  Argentine  Republic  (Zubiaur)  475 
Present  status  of  the  certification  of  teachers  in  the  United  States  (Jackson)  400 
Prisons,  congresses,  92,  595,  630 
Private  schools,  United  States,  83 

Professional  education,  65,  144,  272,  376.  425,  464,  499,  527  ; Philadelphia  international 
exhibition,  681  : statistics,  116,  155,  250,  293 

See  also  Higher  education  ; Medical  education 
Progress  of  educational  reform  in  China  (Williams)  489 
Progress  of  public  education  in  Italy  (Suzzara- Verdi)  360 
Progress  of  western  education  in  China  and  Siam,  703 
Promotions,  public  schools,  222,  635 

Prussia,  agricultural  education,  101  ; colleges  and  universities,  women  students,  247 ; 

school  law,  513  ; secondary  education,  30 
Psychological  tendencies,  134 
Public  and  private  kindergartens,  211. 

Public  instruction,  see  Public  schools 
Public  libra*ies,  see  Libraries 


43488— OS— 5 


66 


LIST  OF  PUBLICATIONS. 


Public  schools,  273.  420,  GOO  ; Bible  study,  103  ; courses  of  study,  Germany,  416  ; Dela- 
ware, 300;  District  of  Columbia,  33,  075;  Georgia,  453;  grading,  00;  Maryland  300- 
me,d,1.cal,.,insp.ection’  191>  354  ’ New  England,.  143;  North  Carolina,  453 ; relation  to 
public  libraries,  170,  275;  Southern  states,  200,  310;  South  Carolina,  268,  453*  sta- 
tistics, 88,  100;  United  States,  33,  83,  451;  Virginia,  208,  300;  Western  states,  ’ 223  • 
West  Virginia,  300 

See  also  City  school  systems 
Pupil  self-government,  307,  530 
Tupils,  classification,  222 
Quincy  method,  347 

Quinn,  Daniel,  Education  in  Greece,  130 
Language  question  in  Greece,  284 
Railroad  service,  232,  300 

Randall,  C.  D.,  Fifth  International  prison  congress,  02 
Fourth  International  prison  congress,  630 
Randolph-Macon  college,  614 


Readjustment  of  the  collegiate  to  the  professional  course  (Baldwin)  272 
Recognized  medical  colleges  in  the  United  States,  700 


Reed,  Sir  Charles  Address,  550 

Reform  schools,  432,  553  ; statistics,  120,  162,  210,  255,  300,  339,  382,  470,  506 
Reindeer,  Alaska,  200,  290,  330,  435,  454,  491,  520,  743,  751,  753 

Relation  of  education  to  industry  and  technical  training  in  American  schools  (White) 
578 


Relation  of  education  to  labor,  535 

Relation  of  manual  training  and  art  education  (Bennett)  106 
Relation  of  manual  training  to  body  and  mind  (Woodward)  624 
Research,  national  aid,  321 

Rhode  Island,  colleges  and  universities,  commencements,  541  ; higher  education.  648 
Rhodes  scholarship,  480 

Richards,  C.  R.,  Limitations  to  artistic  manual  training.  106 
Richardson,  W.  G.,  Latin  pronunciation,  44 
Richmond  college,  614 

Rise  and  growth  of  the  normal-school  idea  in  the  United  States  (Gordy)  636 
Roanoke  college,  614 

Robinson,  O.  EL,  Rochester  university  library,  570 
Rochester  university  library  (Robinson)  570 
Rockwell.  .T.  E.,  Shorthand  instruction  and  practice,  640 
Teaching,  practice,  and  literature  of  shorthand,  596 
Role  of  the  school-teacher  in  the  struggle  against  alcoholism  (Sluys)  271 
Rose,  Wyckliffe,  Educational  movement  in  the  South,  398 
Royal  normal  college  for  the  blind,  London,  224 
Royal  Prussian  industrial  commission,  668 

Ruffner,  Henry,  Proposed  plan  for  the  organization  and  support  of  common  schools  in 
Virginia,  268 

Rules  for  a dictionary  catalogue  (Cutter)  689,  691,  692,  693 
Rural  education,  274 

Rural  schools,  602  ; architecture,  573  ; English,  574 
Russia,  education,  371,  550 

St.  Louis,  kindergartens,  138 ; Louisiana  purchase  exposition,  education,  413,  451,  452, 
458,  459  ; public  schools,  234 
Salaries,  see  Teachers,  salaries 
Salve,  M.  de,  Education  in  Turkey,  550 
Sanitary  conditions  for  schoolhouses  (Marble)  631 
Santiago,  Chilian  international  exposition,  education,  682 
Savings  banks,  707 
School  architecture,  31,  573 
School  attendance,  673 

School  boards,  89  « 

School  discipline,  307,  530 
School  expenditure,  420 
School  gardens,  671 
School  hygiene,  528,  631 
See  also  Hygiene 

School  law.  196,  344,  392,  594,  669 ; England,  667 ; Prussia,  513 , United  States,  77 ; 
Wales,  667 

School  libraries,  279,  408 

School  management,  see  Pupil  self-government 

School  officials,  United  States,  684  # 

School  organization,  528 
School  savings  banks,  707 
School  settlements,  391 


INDEX. 


67 


School  systems,  Argentine  Republic,  533;  Bolivia,  539;  Chile,  533;  China,  556;  Denmark, 
557  : Ecuador,  533  ; Egypt,  550 : Finland,  557  : Germany.  166  ; Greece,  533  ; Nether- 
lands, 557  ; Norway,  529  ; Porto  Rico,  492  ; Portugal,  539,  557  ; Spain,  539  ; Sweden, 
448,  529  : Uruguay,  539,  Wiirttemberg,  557 

See  also  City' school  systems;  State  school  systems;  names  of  other  countries 
Schoolhouses,  architecture,  31 ; portable,  260  ; sanitary  conditions,  631 
Schoolrooms,  decorations,  107  ; diseases,  528 
Schools,  statistics,  384 

See  also  Private  schools ; Public  schools 
Science,  advancement,  308 

Scientific  schools,  sec  Agricultural  and  mechanical  colleges 
Scotland,  summer  schools,  167 

Seaver,  E.  P.,  Measure  of  a teacher's  efficiency,  475 

Secondary  education.  29,  83,  99,  273,  402,  747 ; agriculture,  420 : England,  264 ; Ger- 
many, 546:  natural  science.  714:  New  York,  486;  Prussia,  30;  statistics,  113,  157,  204, 
296,' 335,  427,  466,  501.  712;  Sweden,  715 
Self-government,  see  Pupil  self-government 
Servia,  education,  550 
Settlements,  school,  391 

Sexton,  Samuel,  Causes  of  deafness  among  school  children  and  its  influences  on  education, 
583 

Sheedy,  M.  M.,  Catholic  parochial  schools  of  the  United  States,  411 
Sheffield,  education,  707 

Sherwood,  Sidney,  University  of  the  state  of  New  Y’ork,  658 
Shinn,  J.  H.,  History  of  education  in  Arkansas,  656 
Shiras,  Alexander,  National  Bureau  of  education,  685 
Shorthand,  see  Stenography 

Shorthand  instruction  and  practice  (Rockwell),  640 
Shufeldt,  R.  W.,  Outlines  for  a museum  of  anatomy,  730 
Siam,  education,  703 
Siberia,  Eskimos,  627 

Sluys,  A.,  Role  of  the  school-teacher  in  the  struggle  against  alcoholism,  271 
Smart,  J.  H.,  Teachers'  institutes,  605 

Smith,  A.  T.,  Coeducation  in  the  schools  and  colleges  of  the  United  States,  410 

Education  bill  of  1906  for  England  and  Wales  as  it  past  the  House  of  commons,  667 

Education  in  Canada,  169 

Education  in  France,  124,  180 

Education  in  Great  Britain  and  Ireland,  123,  168 

Public  education  in  Australia,  New  Zealand,  and  Tasmania,  170 

Rural  schools,  602 

Smith,  C.  F.,  Honorary  degrees  as  conferred  in  American  colleges,  742 
Smith,  C.  L.,  History  of  education  in  North  Carolina,  615 
Smith;  L.  A.,  Recent  school  law  decisions,  594 

Smith,  Walter,  Address  on  technical  education  and  industrial  drawing,  564 
Snow,  M.  S.,  Higher  education  in  Missouri,  651 
Societies,  educational,  SO,  542 
Sociology,  139 

Sociology  at  the  Taris  exposition  of  1900  (Ward)  289 

Southern  states,  education,  243,  269,  313,  398,  401,  563,  600,  638,  726  ; history,  278  ; in- 
dustrial education,  618  ; public  schools,  319 
See  also  Negroes 

South  Carolina,  education,  268,  453 ; higher  education,  616 
Southern  educational  association,  Richmond,  313 

Southern  women  in  the  recent  educational  movement  in  the  South  (Mayo)  638 
Spain,  education,  539 
Spelling,  reform,  576,  647 

Spencer,  D.  E.,  Higher  education  in  Wisconsin,  622 
State  aid  to  education,  142,  626 

State  constitutions,  educational  provisions,  25,  554 

State  legislation  respecting  establishment  of  scientific  schools,  26 

State  school  systems,  27,  77,  176,  397,  669  ; Ohio,  306  ; statistics,  164,  215,  262,  343,  390, 
439,  495,  523 

State  supervision  of  degree-conferring  institutions,  189 
State  supervision  of  public  schools,  27 
Statistics  of  education  (Ficker)  528 

Steiner,  B.  C„  History  of  education  in  Connecticut,  641 
History  of  education  in  Maryland,  649 
Stenography,  475,  596,  640 
Steuart,  J.  H.,  University  of  Leipzig,  557 
Studies,  correlation,  95 

Study  of  art  and  literature  in  schools  (Harris)  227 

Study  of  history  in  American  colleges  and  universities  (Adams)  612 


68 


LIST  OF  PUBLICATIONS, 


Study  of  music  in  public  schools,  609 

Suggestions  for  a free-school  policy  for  United  States  land  grantees  677 
Summer  schools,  England,  167;  France,  167;  Scotland,  167;  Switzerland,  167 
See  also  Vacation  schools 
Sunday  schools,  131 
Superintendents,  city,  270 

Suzzara-Verdi,  Tullio  de,  Progress  of  public  education  in  Italy,  360 

Sweden,  education,  97,  220,  448,  529;  physical  education,  239;  secondary  education,  715 

Swedish  gymnastics  (Hough)  239 

Switzerland,  commercial  education,  363  ; indastrial  education,  102  ; summer  schools,  167  ; 

teaching,  civics,  129 
Tasmania,  education,  170 

Teachers,  efficiency,  475  ; length  of  service,  460  ; mortality,  247  ; pensions,  85,  247  ; sal- 
aries, 247  ; training,  228  ; training,  Germany,  558 

See  also  Examinations;  Normal  and  training  schools 
Teachers’  institutes,  605 

See  also  Normal  and  training  schools 

Teaching,  certificates,  196,  400,  591  ; chemistry,  575  ; England,  247  ; methods,  225,  475  ; 
physics,  575,  603  ; Wales,  247 
See  also  Pedagogy 

Technical  education,  174,  232,  309,  423,  452,  463,  497,  525,  564,  606,  674,  735,  736 ; 
France,  590  ; Italy,  533  ; United  States,  409,  578 

See  also  Agricultural  and  mechanical  colleges  ; Engineering  colleges 
Temperance  instruction,  320  ; laws,  349  ; public  schools,  444 
Tennessee,  higher  education,  644 
Texas,  education,  665 
Text-books,  bibliography,  236 
Textile  schools,  see  Industrial  education 

Thomas,  W.  S.,  Changes  in  the  age  of  college  graduation,  383 

Thompson,  C.  O..  Review  of  the  reports  of  the  British  royal  commissioners  on  technical 
instruction,  606 

Thorndike,  E.  L.,  Elimination  of  pupils  from  school,  673 

Thornwell,  Dr.  J.  H.,  Letter  to  Governor  Manning  on  public  instruction  in  South  Caro- 
lina, 268 

Thorpe.  F.  N.,  Benjamin  Franklin  and  the  University  of  Pennsylvania,  639 
Franklin's  influence  in  American  education,  345 
Thwing,  C.  F..  American  universities,  395 

Tolman,  W.  II.,  History  of  higher  education  in  Rhode  Island,  648 

Toner,  J.  M.,  Contributions  to  the  annals  of  medical  progress  and  medical  education  in 
the  United  States,  before  and  during  the  War  of  independence,  679 
Facts  of  vital  statistics  in  the  United  States,  534 
Toronto,  children,  growth,  151 
Trail  of  the  city  superintendent  (Gove)  270 
Training  schools,  see  Normal  and  training  schools 
Training  schools  for  nurses,  560 
Training  schools  of  cookery,  568 

Trees,  United  States,  694  ; in  school  grounds,  722,  728 
See  also  Arbor  day 
Truant  schools,  265 

True,  A.  C.,  American  system  of  agricultural  education  and  research,  489 
Turkey,  education,  550 

Typical  institutions  offering  manual  and  industrial  training  (Boykin),  98 
Union  college,  688 

United  States,  education,  foreign  influence,  178  ; German  views,  668  ; relation  to  indus- 
try, 578  ; statement  of  theory,  678 
United  States  naval  academy  at  Annapolis  (Holden)  229 
Universities  and  colleges,  see  Colleges  and  universities 
University  extension  in  Great  Britain  (Adams)  233 
University  of  the  state  of  New  York  (Sherwood)  658 
University  types  and  ideals,  188 
Uruguay,  education,  184,  539 
Vacation  colonies  for  sickly  school  children,  702 
Vacation  schools,  277,  391 

See  also  Summer  schools 

Value  of  common  school  education  to  common  labor  (Jarvis)  567 

Van  Bokkelen,  L.,  Compulsory  education,  531  . 

Vermont,  colleges  and  universities,  commencements,  541  ; education,  659 

Vessiot,  A.,  Instruction  in  morals  and  civil  government,  711 

Vienna,  International  exposition,  education,  538 

Viereck,  L.,  German  instruction  in  American  schools,  314 

Virchow,  Dr.  R.,  School-room  diseases,  528 

Virginia,  education,  66,  268,  399  ; normal  and  training  schools,  312 


INDEX. 


69 


Virginia  military  institute,  614 
Virginia  university,  614 

Waid.  L.  F.,  Sociology  at  the  Paris  exposition  of  1900,  289 

Walcott,  C.  D.,  Relations  of  the  National  government  to  higher  education  and  research,  321 
Wales,  school  law,  667  ; teaching,  247 
Walker,  F.  A.,  135 

Discussion  of  educational  topics,  135 

Warren,  Charles,  Answers  to  inquiries  about  the  United  States  Bureau  of  education,  721 
Distribution  of  college  students  in  1870-71,  534 
Illiteracy  in  the  United  States  in  1870  and  1880,  597 
Indian  school  at  Carlisle  Barracks,  700 

Inquiry  concerning  the  vital  statistics  of  college  graduates,  534 
Warren,  Joseph,  Schools  in  British  India,  540 

Warren,  S.  B.,  Public  libraries  in  the  United  States  of  America,  689 
Washington,  D.  C.,  study  of  children,  183 
Washington  and  Lee  university,  614 

Waste  of  labor  in  the  work  of  education  (Chadbourne)  551 

Watson,  Foster,  Notices  of  some  early  English  writers  on  education,  316,  353,  396,  445 
Wead,  C.  K.,  Aims  and  methods  of  the  teaching  of  physics,  603 
Weeks,  S.  B.,  Art  decorations  in  school-rooms,  107 
Confederate  text-books,  236 

Preliminary  list  of  American  learned  and  educational  societies,  80 
Wells,  Roger,  English-Eskimo  and  Eskimo-English  vocabularies,  627 
Eskimo  vocabularies,  145 
West  Indies,  see  British  West  Indies 
West  Virginia,  education,  399,  660 

Western  literary  institute  and  college  of  professional  teachers  (Hinsdale,  B.  A.,  and 
Hinsdale,  M.  L.)  228  y 

Western  states,  public  schools,  223 
What  is  education?  34 

What  knowledge  is  of  most  worth?  (Butler)  106 
White,  E.  E.,  421 

Promotions  and  examinations  in  graded  schools,  635 

Relation  of  education  to  industry  and  technical  training  in  American  schools,  578 
Whitehill,  A.  R.,  History  of  education  in  West  Virginia,  660 
Wickersham,  J.  P.,  Education  and  crime,  710 
Wilcox,  S.  M.,  Legal  rights  of  children,  572 
Will,  359 

Willard,  F.  H.,  Grammar  and  vocabulary  of  the  Hlingit  language  of  southeastern 
Alaska,  447 

Willard,  H.  K.,  Contributions  to  the  history  of  the  Hopkins  grammar  school.  New  Haven. 

Connecticut,  283 
William  and  Mary  college,  611 

Williams,  E.  T.,  Progress  of  educational  reform  in  China,  489 

Winsor,  Justin,  College  library,  570 

Wisconsin,  higher  education,  622 

Wise,  H.  A.,  Address,  268 

Wissler,  Clark,  Statistics  of  growth,  ^41 

Women,  education,  28,  475 

See  also  Coeducation  ; Girls 
Women  and  education,  638 
Women  students  in  Prussian  universities,  247 
Woodburn,  J.  A.,  Higher  education  in  Indiana,  629 

Woodward,  C.  M.,  Manual,  industrial  and  technical  education  in  the  United  States,  409 
Relation  of  manual  training  to  body  and  mind,  624 
Work  and  influence  of  Hampton,  443 

Work  of  certain  northern  churches  in  the  education  of  the  freedmen  1861-1900  (Mayo) 
348 

World’s  fairs,  see  Exhibitions 
Wiirttemberg,  education,  557 

Zubiaur,  J.  B.,  Practical  and  industrial  education  in  the  Argentine  Republic,  475 


o 


UNITED  STATES  BUREAU  OF  EDUCATION 

BULLETIN,  1908:  NO.  3 WHOLE  NUMBER  386 


BIBLIOGRAPHY  OF  EDUCATION 
FOR  1907 


COMPILED  BY 

JAMES  INGERSOLL  WYER,  Jr.,  and  MARTHA  L.  PHELPS 
OF  THE  NEW  YORK  STATE  LIBRARY 


WASHINGTON 

GOVERNMENT  PRINTING  OFFICE 
1908 


CONTENTS. 


Letter  of  Transmittal. 


Page. 

5 


Introduction  

History 

Plan  

Literature  of  1907 

Outline  of  classification 

Bibliography 

Education — theory,  philosophy 

Psychology  and  education 

Periodicals  2 

Associations  and  societies 

The  study  of  education 

History  of  education 

Biography  

Teachers,  methods,  discipline 

Teachers  

Training  of  teachers 

Salaries  of  teachers 

Pensions  for  teachers 

School  organization  and  administration ; the  superintendent 

Vacation  schools 

Classification  of  pupils 

Promotion  of  pupils 

Methods  of  instruction 

Manual  training 

Government,  discipline,  punishment 

Attendance 

Corporal  punishment 

School  buildings  and  furniture 

School  libraries;  libraries  and  schools 

School  hygiene 

Physical  training,  gymnastics,  athletics 

Student  life,  customs,  and  societies 

Education  of  special  classes  (defectives,  dependents,  delinquents)  __ 

Negro  education 

Indian  education 

Elementary  education 

Kindergarten 

Private  secondary  schools 


8 

10 

12 

14 

16 

17 

17 

19 

19 

23 

25 

25 

25 

27 

28 
28 
29 
29 
29 

29 

30 

31 
31 
31 
31 

31 

32 

33 

33 

34 

34 

35 
35 

35 

36 


3 


4 


CONTENTS. 


The  curriculum : Methods  in  special  branches 

Elective  studies . 

Theology 

Sociology .* 

Law 

Language ^ 

Science 

Nature  study 

Mathematics 

Technical  and  industrial  education;  engineering. 

Medicine 

Agriculture 

Domestic  science 

Commercial  education 

Art  education 

Music 

English  language  and  literature 

Modern  languages 

The  classics 

History 

Geography 

Education  of  women 

Coeducation 

Religious  and  moral  education 

Higher  education : Colleges  and  universities 

College  entrance  requirements 

Academic  degrees 

Graduate  work ; research 

Public  secondary  education : The  State  and  education 

School  finance,  taxation 

School  laws 

School  supervision 

Compulsory  education 

Secondary  education  in  different  countries 


Tag®. 

3G 

3G 

3G 

37 

37 

37 

37 

38 
38 
•38 

41 

42 

43 

44 
44 
44 
44 
4G 

46 

47 
47 

47 

48 
48 
50 

55 

56 
56 
56 

56 

57 
57 
57 
57 


Index 


61 


LETTER  OF  TRANSMITTAL. 


Department  of  the  Interior, 

Bureau  of  Education, 

W ashing  ton,  June  J,  1908. 

Sir:  I have  the  honor  to  transmit  herewith  the  manuscript  of  a 
bibliography  of  education  for  the  year  1907,  compiled  by  James 
Ingersoll  Wyer,  jr.,  and  Martha  L.  Phelps,  of  the  New  York  State 
Library.  The  wide  usefulness  of  these  annual  bibliographies  has 
been  clearly  shown  in  connection  with  the  publications  of  Mr.  Wyer 
and  his  associates  since  the  year  1899.  It  is  found  especially  desirable 
to  have  such  a publication  issued  as  a part  of  the  plan  now  in  course 
of  realization,  of  making  the  library  of  this  office  more  directly  use- 
ful to  the  libraries  of  educational  institutions  and  to  individual  stu- 
dents of  education  throughout  the  country.  I would  respectfully 
recommend  the  publication  of  this  bibliography,  in  the  belief  that  it 
will  have  such  wide  and  varied  use. 

I have  the  honor  to  be, 

Very  respectfully,  Elmer  Ellsworth  Brown, 

0 ommissioner. 

The  Secretary  of  the  Interior. 

5 


■ 

. 


- 


. 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907. 


INTRODUCTION. 

HISTORY. 

This  bibliography  is  the  ninth  similar  annual  summary  of  the 
English  literature  of  education.  The  first  eight  numbers,  covering 
the  years  1899-190G,  appeared  in  the  Educational  Review  for  April, 
1900;  April,  1901;  June,  1902,  1903,  1904,  1905;  September-October, 
1906,  and  June,  1907.  The  publication  of  the  present  number  is  as- 
sumed by  the  United  States  Bureau  of  Education. 

There  is  also  incorporated  into  the  present  annual  summary,  as  the 
initial  group  of  titles,  under  the  caption  “ Bibliography,”  the  annual 
list  of  “ Recent  Educational  Bibliography,”  which  has  been  printed  in 
each  October  number  of  the  School  Review  since  1898.  Thus  the  two 
principal  annual  guides  to  the  literature  of  educational  topics  have 
been  united  under  new  auspices  in  the  present  publication. 

PLAN. 

The  bibliography  is  planned  to  include : 

1.  Books  on  educational  subjects  printed  in  the  English  language  in 

1907. 

2.  Important  articles  on  the  same  topic  from  the  periodicals  of  1907. 

3.  Valuable  papers  published  in  the  transactions  of  educational  soci- 

eties that  bear  the  imprint  date  1907. 

4.  All  chapters  of  distinct  educational  interest  from  any  books  bear- 

ing date  1907  and  all  notable  matter  of  the  same  sort  wherever 
found. 

It  does  not  include: 

a.  Purely  local  current  literature  and  reports  of  separate  institutions, 

provinces,  colonies,  or  states.  For  all  such  material  the  student 
is  referred  to  reports  of  state  departments  and  of  the  thousands 
of  educational  institutions  in  this  country,  in  Great  Britain,  and 
in  the  colonies. 

b.  Unimportant  matter,  such  as  is  being  constantly  published  in 

journals. 


7 


8 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907. 


c.  Text-books. 

d.  New  editions  with  slight  and  unimportant  changes. 

The  distinctive  features  of  the  compilation  are : 

1.  The  careful  examination  of  all  matter  included  and  the  selection 

of  only  what  seems  important. 

2.  The  numerous  descriptive  annotations. 

3.  The  classification  by  subject-matter  so  that  the  worker  in  any  line 

may  find  together  the  literature  of  interest  to  him.  The  decimal 
classification  has,  with  a few  deviations,  been  followed,  both  as 
being  on  the  whole  the  most  satisfactory  classification  in  use,  and 
as  being  very  widely  used  by  libraries. 

A detailed  outline  of  the  classification  precedes  the  bibliography. 
The  student  of  school  hygiene,  for  example,  finding  from  this  outline 
that  the  year’s  literature  on  that  subject  is  grouped  under  section 
371.7,  has  but  to  turn  to  the  section  having  that  number  in  each  of 
the  previous  annual  lists  to  bring  under  his  eyes  the  titles  of  the  most 
important  books  and  articles  of  the  past  nine  years  on  his  specialty. 
An  author  index  of  names  and  a minute  subject  index,  bringing  out 
many  topics  not  mentioned  in  the  classification,  are  appended. 

Unanimity,  or  even  general  agreement,  can  not  be  hoped  for  as  to 
the  selection,  from  the  vast  range  of  the  annual  literature  on  educa- 
tional topics,  of  the  articles  that  are  best  worth  mention  in  a list  like 
this,  a list  aiming  at  selection  rather  than  completeness.  Most  of 
the  current  contributions  appear  in  the  proceedings  of  educational 
societies,  and  when  the  annual  volume  of  papers  and  addresses  of  the 
National  Education  Association,  the  most  important  body  of  edu- 
cators in  the  country,  contains  so  much  that,  however  pertinent  and 
profitable  it  may  have  been  as  originally  given,  is  trivial  when  con- 
sidered for  the  purposes  of  this  bibliography,  the  task  of  the  bibliog- 
rapher in  examining  the  annual  grist  of  similar  grain  is  not  an  easy 
one.  It  has,  indeed,  seemed  wisest  in  case  of  doubt  to  include  certain 
titles  of  apparently  indifferent  value  (with  suitable  descriptive  notes) 
rather  than  to  risk  the  omission  of  articles  that  might  be  helpful. 

It  is  not  claimed  that  all  the  matter  listed  here  has  permanent 
value.  Much  of  it  is  but  current  chronicle,  yet  as  such  topics  are  to- 
morrow matters  of  educational  history,  it  seems  proper  to  include 
some  of  the  most  important  literature  relating  to  them. 

LITERATURE  OF  1907. 

The  official  and  semiofficial  literature  of  the  year  has  been  unusually 
extensive.  Two  complete  annual  reports  (four  volumes)  of  the 
United  States  Commissioner  of  Education  bring  the  belated  series 
close  up  to  date,  and  provide  statistical  summaries  covering  nearly  all 
phases  of  American  education,  while  the  figures  are  relatively  fresh. 
The  National  Education  Association,  in  its  interesting  fiftieth  anni- 


INTRODUCTION. 


9 


versarv  volume  and  the  usual  annual  volume  of  proceedings,  covering 
the  Los  Angeles  meeting,  has  also  given  us  double  measure;  the 
notable  papers  read  before  the  educational  congress  at  the  St.  Louis 
exposition  in  1904  at  last  have  been  collected  and  published  (No.  61 
below),  while  in  value  and  extent  the  published  papers  and  discus- 
sions of  the  constantly  increasing  number  of  educational  associations 
have  not  been  less  than  in  past  years.  The  important  series  of  special 
reports  from  the  British  education  office,  begun  under  the  editorship 
of  Doctor  Sadler,  is  increased  by  several  new  volumes  (Nos.  81,  84, 
295  below).  An  examination  of  section  375.6  of  the  bibliography  and 
a comparison  with  the  same  section  for  previous  years  bring  out 
sharply  the  marked  increase  in  the  attention  paid  to  the  subject  of 
industrial  education  within  a single  year.  Doctor  Sadler’s  encyclo- 
pedic volume  (No.  264)  is  easily  the  most  significant  contribution  to 
a knowledge  of  the  work  done  in  Europe,  while  the  monograph  by 
Mr.  A.  J.  Jones  (No.  255),  the  formation  of  a national  society  for 
the  promotion  of  this  form  of  education  (No.  260),  a report  of  real 
progress  by  the  new  Massachusetts  commission  (No.  257),  the  atten- 
tion paid  to  the  topic  on  the  programme  of  the  Social  Education  Con- 
gress in  Boston  (No.  266),  and  an  excellent  synopsis  (No.  261)  of 
its  importance  and  possibilities  by  Mr.  H.  S.  Person,  all  testify  to  a 
new  and  very  lively  interest  in  the  subject  in  the  United  States. 

The  other  topic  wThich  has  received  the  most  unwonted  discussion 
during  the  year  under  review  is  that  of  teachers’  salaries  and  pen- 
sions. The  work  and  reports  of  the  Carnegie  Foundation  have  un- 
doubtedly stimulated  some  cities  and  States  to  consider  and  adopt 
pension  plans,  and  the  matter  of  salaries  has  shown  a “ sympathetic  ” 
interest  which  has  in  New  York  State  gone  to  the  point  of  attempting 
to  secure  (see  No.  146)  “equal  pay  for  equal  work”  for  both  sexes 
through  mandatory  legislation. 

Among  the  books  dealing  with  educational  theory  which  challenge 
attention  either  by  extent,  timeliness,  or  content  are  Bray — The 
Town  Child  (No.  26)  ; Chancellor — Motives,  Ideals,  and  Values  in 
Education  (No.  29)  ; Keatinge — Suggestion  in  Education  (No.  51)  ; 
and  Urwick — The  Child’s  Mind  (No.  53). 

In  methodology  Bagley — Classroom  Management  (No.  168)  deals 
not  with  how  best  to  teach  the  substance  of  the  various  branches,  but 
with  the  principles  and  technique  of  the  routine  of  the  schoolroom ; 
De  Garmo — Principles  of  Secondary  Education  (No.  227)  carefully 
analyzes  the  content  and  value  of  the  curriculum,  subject  by  sub- 
ject; while  in  MacClintock — Literature  in  the  Elementary  School 
(No.  308),  O’Shea — Linguistic  Development  and  Education  (No. 
237),  and  Young — Teaching  of  Mathematics  in  the  Elementary  and 


47405—08 2 


10 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907. 


Secondary  School  (No.  245)  we  have  interesting  or  important  con- 
tributions to  the  methodology  of  special  branches. 

Freeman — Schools  of  Hellas  (No.  91)  and  Monroe — History  of  the 
Pestalozzian  Movement  in  the  United  States  (No.  110)  are  note- 
worthy additions  to  educational  history,  and  in  the  allied  field  of 
biography  Compayre’s  monographs  on  Herbart,  Rousseau,  Pestalozzi, 
Spencer,  and  Mann  have  been  published  in  English  translations  dur- 
ing the  year.  In  other  directions  should  be  noticed  Miss  Burstall’s 
English  High  Schools  for  Girls  (No.  330)  ; the  California  prize  essays 
on  Moral  Training  in  the  Public  Schools  (No.  350)  ; and  the  annual 
volume  from  the  Religious  Education  Association  (No.  351). 

Dealing  with  higher  education  are  the  two  little  volumes  of  re- 
printed papers  and  addresses  by  C.  F.  Adams  (No.  381)  and  Prof. 
A.  F.  West  (No.  396),  and  above  all  Birdseye — Individual  Training 
in  Our  Colleges  (No.  384),  which,  while  perhaps  somewhat  over- 
drawing conditions  and  unduly  magnifying  the  remedial  possibilities 
of  college  fraternities,  was  characterized  by  a reviewer  in  the  Dial 
as  “ the  most  important  book  on  education  which  has  appeared  in 
the  last  ten  years.” 

The  compilers  are  indebted  to  Prof.  M.  E.  Sadler  for  help  in  se- 
lecting the  British  titles,  and  he  in  turn  has  associated  with  himself 
Prof.  John  Adams,  Prof.  J.  J.  Findlay,  Mrs.  McKenzie,  Harrold 
Johnson,  Prof.  A.  Darroch,  Prof.  E.  P.  Culverwell,  and  Mr.  A.  E. 
Twentyman,  to  whom  acknowledgments  are  also  made. 

OUTLINE  OF  CLASSIFICATION. 

Bibliography. 

370.  EDUCATION— THEORY,  PHILOSOPHY'. 

370.1  Psychology  and  education. 

370.5  Periodicals. 

370.6  Associations. 

370.7  The  study  of  education. 

370.9  General  histories  of  education : historical  material  for  different 
countries  arranged  alphabetically  by  countries. 

370.92  Biography. 

371.  TEACHERS,  METHODS,  DISCIPLINE. 

371.1  Teachers. 

371.12  Training  of  teachers. 

371.16  Salaries  for  teachers. 

371.17  Pensions  for  teachers. 

371.2  School  organization  and  administration  ; the  superintendent. 

371.23  Vacation  schools. 

371.25  Classification  of  pupils. 

371.28  Promotion  of  pupils. 

371.3  Methods  of  instruction.  (For  methods  in  special  branches  see  375 

and  its  subdivisions.) 

371.42  Manual  training. 

371.5  Government,  discipline,  punishment. 

371.52  Attendance,  truancy. 

371.55  Corporal  punishment. 


INTRODUCTION. 


11 


Bibliography — Continued. 

371.  TEACHERS,  METHODS,  DISCIPLINE— Continued. 

371.6  School  buildings  and  furniture. 

371.64  School  libraries;  libraries  and  schools. 

371.7  School  hygiene. 

371.73  Physical  education,  gymnastics,  athletics. 

371.8  Student  life,  customs,  and  societies. 

371.9  Education  of  special  classes  (defectives,  dependents,  delinquents). 

371.94  Negro. 

371.95  Indian. 

372.  ELEMENTARY  EDUCATION. 

372.2  Kindergarten. 

373.  SECONDARY  EDUCATION  OTHER  THAN  PUBLIC,  arranged  alpha- 

betically by  countries. 

375.  CURRICULUM. 

375.04  Elective  studies. 

375.2-375.9  Special  subjects  of  instruction,  divided  according  to 
decimal  classification. 

376.  EDUCATION  OF  WOMEN. 

376.7  Coeducation. 

377.  RELIGIOUS  AND  MORAL  EDUCATION. 

378.  HIGHER  EDUCATION ; COLLEGES  AND  UNIVERSITIES ; for  special 

countries,  arranged  alphabetically  by  countries. 

378.01  College  entrance  requirements. 

378.2  Academic  degrees. 

378.3  Graduate  work;  research. 

379.  PUBLIC  SECONDARY  EDUCATION. 

379.11  School  finance,  taxation. 

379.14  School  laws. 

379.15  School  supervision. 

379.23  Compulsory  education. 

379.5  Secondary  education  in  different  countries,  arranged  alphabetically. 

A minute  subject  index  of  topics  not  brought  out  in  the  aboATe  out- 
line is  found  incorporated  with  the  author  index  at  the  end  of  the 
bibliography. 

The  abbreviations  used  are  ordinary  ones  and  easily  comprehended. 
Volume  and  page  are  separated  by  the  colon.  Thus  6 : 386-407  means 
vol.  6,  pages  386  to  407.  X.  E.  A.  Proc.  is,  of  course,  National  Edu- 
cation Association,  Journal  of  Proceedings.  The  reports  of  the 
United  States  Commissioner  of  Education,  Dr.  E.  E.  Brown,  are 
entered  as  a whole  and  each  important  article  appears  also  under  its 
appropriate  subject.  An  excellent  summary  of  contents  in  the  intro- 
duction makes  the  use  of  the  volumes  easier  and  more  profitable.  No 
date  beyond  the  month  is  given  in  the  references,  as  1907  is  always 
understood. 


BIBLIOGRAPHY  OF  EDUCATION,  1907 


BIBLIOGRAPHY. 

♦ 

1.  Agricultural  education.  Jewell,  J.  R.  Agricultural  education  including 

nature  study  and  school  gardens.  (U.  S. — Education  Bureau.  Bulletin  2, 
1907,  p.  128-32.) 

One  hundred  and  twenty-three  titles  classified  under  the  headings,  Nature 
study  and  school  gardens  ; Elementary  instruction  ; Secondary  instruction  ; Col- 
legiate instruction. 

2.  Attendance.  References  to  publications  relating  to  school  attendance 

and  the  welfare  of  children.  (U.  S. — Education,  Comm’r  of.  Report 
for  1906.  2:1288-90.) 

Sections  on  Compulsory  education  ; truancy ; school  hygiene  ; juvenile  courts. 

3.  Auxiliary  schools.  Maennel,  B.  Fiihrer  durch  die  Literatur  des  Hilfs- 

schulwesens  (in  Kinderfehler,  Oct.,  1906,  and  following  numbers). 

A comprehensive  and  systematically  classified  bibliography.  A selection  is 
appended  to  No.  3 of  the  Bulletin  for  1907  of  the  U.  S.  Bureau  of  Education. 

4.  Canada — Education.  Coleman,  H.  T.  J.  Public  education  in  upper  Can- 

ada. p.  118-20. 

5.  Child  study.  Smith,  T.  L.  Bibliography  of  articles  relating  to  the  study  of 

childhood  and  adolescence  which  have  been  published  in  the  Pedagogical 
seminary  and  American  journal  of  psychology.  (Ped.  sem.  Sept.,  14: 
355-65.) 

Two  hundred  and  three  items  listed  by  author  with  minute  subject  index. 

6.  Washburne,  Mrs.  M.  F.  Study  of  child  life.  1907.  p.  170-74. 

7.  — — — Wilson,  L.  N.  Bibliography  of  child  study  for  the  year  1906.  (Ted. 

sem.  1 4 : 329-354. ) 

This  10th  similar  annual  summary  shows  362  titles,  most  of  them  on  some 
near  or  remote  phase  of  the  subject.  It  is  followed  by  a list  of  203  articles  on 
child  study  which  have  appeared  within  15  years  in  the  Pedagogical  Seminary. 

8.  Colleges  and  universities.  Snow,  L.  F.  The  college  curriculum  in  the 

United  States,  p.  184-86. 

9.  Continuation  schools.  Jones,  A.  J.  The  continuation  school  in  the  United 

States.  (U.  S. — Education  Bureau,  Bulletin  1,  1907.) 

A considerable  bibliography  is  appended. 

10.  Sadler,  M.  E.  ed.  Continuation  schools  in  England  and  elsewhere. 

See  No.  264  for  full  entry.  List  of  books  and  papers  relating  to  the  continu- 
ation school  in  France  is  found  on  p.  641-42  ; in  Germany,  p.  534  ; in  the  U.  S., 
p.  655  and  673  ; in  Denmark,  p.  512  ; in  Great  Britain,  p.  750-54. 

12 


BIBLIOGRAPHY. 


13 


11.  Denison  university.  Hines,  Mrs.  K.  S.  Denison  bibliography.  (Denison 
memorial  volume.  1907.  p.  151-61.) 

12.  Education.  Loos,  Joseph.  Enzyklopadisches  Handbuch  der  Erzie- 
hungskunde.  2 v.  1906-8.  Leipzig. 

A wealth  of  bibliographical  references,  almost  wholly  to  German  books,  ap- 
pears at  the  end  of  each  important  article. 

13.  Tyler,  J.  M.  Growth  and  education,  p.  271-91. 

Five  hundred  and  twenty-five  titles  grouped  according  to  the  titles  of  chap- 
ters forming  the  book.  The  references  on  some  of  the  minor  topics  should  be 
especially  useful. 

14.  Wyer,  J.  I.  Recent  educational  bibliography.  (School  rev.  Oct., 

15:  608-14.) 

In  this  tenth  similar  annual  list,  37  items  are  noted  and  reviewed. 

15.  Wyer,  J.  I.,  and  Brown,  M.  G.  Bibliography  of  education  for 

1906.  (Educ.  rev.  June,  34:47-93.) 

Eighth  similar  annotated  list  of  educational  literature  in  English.  Discon- 
tinued in  the  Educational  Review  and  the  list  covering  the  year  1907  taken  over 
by  the  Bureau  of  Education. 

16.  Education — History.  Anderson,  L.  F.  A study  of  mediaeval  schools  and 
school  work.  ( Ped.  sent.  14  : 223-82. ) 

Seventy-four  titles,  German,  Latin,  French,  and  English,  including  many 
unusual  books  of  rather  collateral  but  very  vital  relation  to  the  subject. 

17.  Industrial  education.  Richards,  C.  R.  Selected  bibliography  on  industrial 
education.  32  p.  O.  (Nat.  soc.  for  the  promotion  of  industrial  education, 
Bulletin  2.) 

Twenty-seven  books  and  88  briefer  articles,  all  in  English,  are  listed.  The 
descriptive  and  critical  notes  are  full.  Nearly  all  material  has  appeared  since 
1892,  relates  mainly  to  the  United  States,  and  excludes  matter  on  manual 
training  and  higher  technical  education.  A subject  index  is  prefixed. 

18.  Manual  training.  Pierce,  Louisa.  Bibliography  of  the  manual  arts,  Sep- 
tember, 1905  to  September,  1907.  (In  Council  of  supervisors  of  the  manual 
arts.  Yearbooks  1906,  p.  203-35 ; 1907,  p.  139-59.  Sec’y  of  the  Council, 
E.  D.  Griswold,  Yonkers,  N.  Y.) 

This  list  is  an  annual  feature.  It  is  an  annotated  author  list  with  a subject 
index  and  is  of  importance  to  any  who  follow  the  literature  of  the  subject. 

19.  Mathematics.  Young,  J.  W.  A.  The  teaching  of  mathematics  in  the 
elementary  and  the  secondary  school.  351  p.  D.  Longmans,  $1.50. 

The  bibliographies  at  the  heads  of  the  chapters  form  an  extensive  and  useful 
collection  of  titles  on  the  various  phases  of  the  pedagogy  of  mathematics. 

20.  Play.  Johnson,  G.  E.  Education  by  plays  and  games.  p.  223-28. 

Ninety  English  titles,  classified  under  the  following  headings : Periods  of 
growth  ; Meaning  of  play  ; Play  in  education  ; Play  and  games. 

21.  Reform  schools.  Snedden,  D.  S.  Administration  and  educational  work 
of  American  juvenile  reform  schools. 

Brief  bibliographies  appear  at  the  ends  of  chapters. 

22.  West  Virginia  university.  Leonard,  P.  W.  Bibliography  of  West  Vir- 
ginia university,  its  faculty  and  graduates,  1867-1907.  62  p.  O.  The  Univ., 
Morgantown,  W.  Va. 


14 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907, 


370.  EDUCATION— THEORY,  PHILOSOPHY. 


23.  Allen,  A.  W.  Home,  school  and  vacation.  220  p.  D.  Houghton,  $1.25. 

Counsel  and  suggestion  to  parents  by  a mother  who  believes  that  sincere,  edu- 
cated, and  conscientious  fathers  and  mothers  who  can  provide  good  homes 
should  do  much  more  of  the  education  of  their  children  in  these  homes  than  is 
contemplated  in  the  prevalent  conception  of  the  function  of  the  public  school. 

24.  Baker,  J.  H.  American  problems;  essays  and  addresses.  222  p.  Long- 


Part  3 comprises  6 brief  articles  on  educational  topics  : The  teacher  taught. — 
Evolution  and  education  (a  review  of  Hall  : Adolescence). — The  culture  element 
and  economy  of  time  in  education. — Electives  in  secondary  schools. — The  Ameri- 
can university. — A national  university.  The  pieces  are  thoughtful  comments 
on  current  problems  by  a practical  educator. 


25.  The  basis  of  an  effective  education culture  or  vocation.  (School 

rev.  May,  15:  333-74.) 

Symposium  by  R.  A.  Woods,  A.  E.  Kennelly,  and  A.  W.  Roberts  at  meeting  of 
Harvard  Teachers’  Association. 


26.  Bray,  Reginald.  The  town  child.  333  p.  D.  Fisher  Unwin,  7s.  6d. 


Advocates  State  intervention  and  regulation  throughout  the  whole  of  the  up- 
bringing of  a child.  The  first  part  of  the  books  contrasts  city  and  country 
environments  as  to  their  psychological  effects  upon  the  child  body  and  mind. 

The  second  part  describes  the  nature,  object,  and  method  of  the  ideal  edu- 
cation which  should  develop  the  child  ; not  only  treating  its  general  phases  but 
discussing  many  specific  topics,  such  as  “ feeding  school  children,”  the  “ religious 
question,”  the  “ feeding  of  mothers,”  etc. 


27.  Brown,  E.  E.  Are  we  an  inventive  people  in  the  field  of  education? 
(Science,  9 Aug.,  n.  s.  26:161-70.) 

Address  delivered  before  Phi  Beta  Kappa  at  Vassar  College,  June,  1907. 

A short  list  is  given  of  what  may  be  called  distinctively  American  contribu- 
tions to  education,  but  to  support  the  author’s  statement  that  “ our  educational 
invention  still  lags  far  behind  our  invention  in  the  domain  of  mechanism  ” a 
longer  list  appears  of  “ points  where  our  educational  invention  has  thus  far 
failed  to  do  its  work.”  The  three  following  “ problems  now  calling  for  con- 
structive leadership”  are  discussed  at  some  length:  (1)  Combination  of  the 
methods  of  the  literary  school  with  the  methods  of  apprenticeship;  (2)  differ- 
entiation of  woman’s  education  ; (3)  international  organization  of  education. 


28.  Burbank,  Luther.  The  training  of  the  human  plant.  99  p.  S.  Century,  60c. 

Contents. — The  mingling  of  races. — The  teachings  of  nature. — Differentiation 
in  training. — Sunshine,  good  air,  and  nourishing  food. — Dangers. — Marriage  of 
the  physically  unfit. — Heredity — predestination — training. — Growth. — Environ- 
ment the  architect  of  heredity. — Character. — Fundamental  principles. 


Thoughts  and  speculations  as  to  the  application  of  principles  of  plant  cul- 
ture to  the  education  of  children.  Also  in  Century,  May  1906. 


29.  Chancellor,  W.  E.  A theory  of  motives,  ideals,  and  values  in  education. 
543  p.  O.  Houghton,  $1.75. 

A discussion  of  education  as  an  integral  part  of  civilization.  Shows  wide 
reading  and  is  furnished  with  bibliographies  and  a good  index.  Is  reviewed  at 
length  in  the  Dial  for  May  1,  1908. 


30.  Cole,  P.  R.  Herbart  and  Froebel : An  attempt  at  synthesis.  116  p.  O. 

Columbia  Univ.  $1.  (Teachers  coll.  cont.  to  educ.  no.  14.) 

A review  of  the  educational  theories  of  Hei’bart  and  Froebel  in  the,  light  of 
the  philosophies  which  they  imply.  A comparison  and  interpretation  of  the 
theories  of  both  which  concern  reality,  consciousness,  and  character.  An  at- 
tempt to  adjust  certain  differences  of  emphasis  in  their  respective  theories. 


man’s,  $1.20. 


EDUCATION — THEORY,  PHILOSOPHY, 


15 


32. 


v/ 


33. 


/ 


34. 


38. 


Coursault,  J.  H.  The  learning  process ; or  educational  theory  implied  in 
theory  of  knowledge.  99  p.  O.  Columbia  Univ.  $1.  (Teachers  coll.  cont. 
to  educ.  no.  10.) 

Another  attempt  to  get  hold  of  and  delimit  the  fundamental  theory  of  educa- 
tion by  detaching  it  from  the  great  body  of  speculative  philosophy.  The  theo- 
ries of  a dozen  or  more  philosophic  systems  are  considered,  their  educational 
implications  indicated,  and  the  resultant  theory  summarized. 

Cox,  C:  F.  What  education  is  of  most  worth?  (Bibliotheca  sacra,  Oct. 
64 : 638-60.) 

Darroch,  Alexander.  (The)  children;  some  educational  problems.  133  p. 
O.  Jack,  Is. 

“ This  little  book  seeks  to  emphasize  that  the  aim  of  all  education  is  to  secure 
the  social  efficiency  of  the  future  members  of  the  state,  and  that  this  involves 
an  endeavor  to  secure  the  physical,  economic,  and  ethical  efficiency  of  the  chil- 
dren of  the  nation.” 

Draper,  A.  S.  Addresses  and  papers.  132  p.  O.  N.  Y.  State  Education 
dep’t.  Gratis. 

Contents. — Appointing  officers  and  civil  service  regulations. — The  nation’s 
responsibilities  concerning  dependent  peoples. — What  next  about  Union  Uni- 
versity?— The  schools  and  international  peace. — The  American  type  of  uni- 
versity.— New  York’s  obligations  to  her  history. — Illiteracy  in  the  United 
States. — A Federal  educational  plan  needed. — National  systems  of  education. — 
What  the  women’s  clubs  may  do  for  the  schools. 

Hadley,  A.  T.  Economy  in  education.  (N.  Y.  Associated  academic  prin- 
cipals. Proc.  twenty-second  ann.  conference,  p.  10-21.) 

Harnack,  Adolf,  and  Herrmann,  AVilhelm.  The  moral  and  social  signifi- 
cance of  modern  education.  (In  their  Essays  on  the  social  gospel.  Putnam, 
$1.25.  p.  92-141.) 

An  address  by  Dr.  Harnack  in  1902  before  the  Evangelical  Social  Congress 
in  Dortmund. 

Harper,  J.  W.  Education  and  social  life.  315  p.  D.  Pitman,  4s.  6d. 

This  book  emphasizes  the  effect  which  judiciously  organized  and  adminis- 
tered education  may  have  on  social  progress,  and  indicates  that  this  most  im- 
portant educational  result  is  sometimes  minimized  by  too  much  attention  to 
utilitarianism. 

Harris,  W.  T.  Social  culture  in  the  form  of  education  and  religion.  (Con- 
gress of  arts  and  sciences.  Houghton,  v.  8,  p.  1-16.) 

“ The  perennial  continuance  of  the  world-view  of  Christianity  through  the 
special  form  of  social  culture  which  belongs  to  the  church  is  a necessary  con- 
dition presupposed  by  the  forms  of  social  culture  intrusted  to  the  school.” 

Hayward,  F.  H.  (The)  meaning  of  education  as  interpreted  by  Herbart. 
217  p.  D.  Ralph,  Holland  & Co.,  2s. 

Jolly,  William.  Ruskin  on  education ; some  needed  but  neglected  elements. 
167  p.  S.  Geo.  Allen,  Is. 

“A  hortatory  preachment,  not  a philosophical  essay ; a fervent  and  persuasive 
exposition.” — London  Journal  of  Education. 

Lockyer,  Norman.  Education  and  national  progress : essays  and  ad- 
dresses, 1870-1905.  282  p.  O.  Macmillan,  5s. 

The  chapters  have  nearly  all  been  previously  printed  in  different  places. 
Collected,  they  form  a contribution  to  British  educational  history  and  policy 
for  the  period  covered. 


16 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907. 


42. 


44. 


45. 


46. 


48. 


50. 


51. 


Magnus,  Philip.  The  application  of  scientific  method  to  education. 

(Nature,  22  Aug.,  76:434-9.) 

Also  in  Science,  n.  s.  26  : 574-86. 

Opening  address  before  the  educational  science  section  of  the  British  Asso- 
ciation, August  1,  1907.  An  argument  to  show  that  while  education  itself  may 
not  yet  fulfill  all  the  conditions  which  would  justify  its  claim  to  be  classed  as  a 
science,  the  scientific  method  of  investigation  is  most  effective  in  dealing  with 
educational  problems.  Illustrates  from  the  reform  of  English  elementary 
education. 

Matthews,  F.  H.  The  principles  of  intellectual  education.  138  p.  D. 

Cambridge  Univ.  press,  2s.  6d. 

A dozen  chapters  on  the  theory  and  aims  (exactness  and  flexibility)  of  edu- 
cation and  the  order  in  which  each  curriculum  subject  should  be  studied  to  get 
the  greatest  educational  value.  The  point  of  view  is  distinctly  Herbartian, 
and  the  tests  constantly  applied  are  interest  and  adaptability  to  correlation. 
The  earliest  formal  education  should  be  through  the  senses  and  largely  by 
means  of  manual  activities.  Greek  should  be  studied  before  Latin  and  modern 
languages  before  either. 

Owen,  W : B.  Social  education  through  the  school.  (School  rev.  Jan., 

15: 11-26.) 

Paper  read  at  nineteenth  educational  conference  of  the  academies  and  high 
schools  in  relations  with  the  University  of  Chicago. 

The  school  being  a social  institution  in  that  it  is  itself  a society,  Dean  Owen 
proposes  to  enlarge  the  functions  of  the  school  to  include  the  general  social 
training  of  the  child  so  far  as  his  life  in  the  school  affords  opportunity,  and 
considers  the  general  features  of  a practical  way  of  going  about  the  work. 

Parker,  S.  C.  Finding  the  individual.  (Jour,  of  ped.  June,  19:193-213.) 

Are  individual  differences  in  human  beings  fundamental?  Of  what  social  im- 
portance are  they?  How  may  they  be  discovered  and  differentiated  in  formal 
education? 

Reich,  Emil.  The  constants  of  success— education.  (In  his  Success  in 

life.  Duffield,  $1.50.  p.  50-123.) 

Comments  on  the  value  of  education  in  active  life. 

Rooper,  T.  G.  Selected  writings;  edited  with  a memoir  by  It.  G.  Tatton. 

293  p.  O.  Blackie,  7s.  6d. 

These  19  papers  have  all  been  printed  before,  most  of  them  in  the  author’s 
volumes,  School  and  Home  Life,  and  Educational  Studies  and  Addresses. 

Storms,  A.  B.  Democracy  and  education.  (In  N.  E.  A.  Proc.,  p.  62-70.) 

The  function  and  opportunities  of  education  in  a republic.  Advantages  and 
dangers  from  the  commercial  aspects  of  education  and  research. 

Tyler,  J.  M.  Growth  and  education.  294  p.  D.  Houghton,  $1.50. 

A scientific  study  of  the  growth  of  the  child,  which  argues  for  physical  and 
moral  as  well  as  intellectual  efficiency  in  education.  To  guide  teacher  and 
parent,  the  important  facts  of  biology,  evolution,  and  physiology  are  presented, 
which  bear  on  the  development  of  the  child.  There  is  a chapter  on  manual 
training. 

370.1.  PSYCHOLOGY  AND  EDUCATION. 

See  also  No.  237. 

Bennett,  C.  J.  C.  Formal  discipline.  76  p.  O.  Teachers  college,  50c. 

Some  of  the  psychological  bearings  and  effects  of  that  part  of  the  educa- 
tional process  which  makes  for  mental  discipline. 

Keatinge,  M.  W.  Suggestion  in  education.  202  p.  O.  A.  & C.  Black,  4s.  6d. 

A consideration  of  the  practical  results  obtainable  in  teaching  from  the 
deliberate,  extended,  and  studied  use  of  the  same  psychological  quality  of  sug- 
gestion ” that  is  employed  in  hypnotism. 


EDUCATION THEORY,  PHILOSOPHY. 


IT 


52.  Schwarz,  Hermann.  Tlie  study  of  experimental  pedagogy  in  Germany. 


What  psychology  shows  to  be  the  most  fruitful  hours  for  class  instruction 
and  for  study.  Studies  in  fatigue  as  affecting  the  assignment  of  time  in  the 
school  day.  Value  and  effect  of  home  study. 


Urwick,  W.  E.  The  child’s  mind;  its  growth  and  training,  being  a short 
study  of  some  processes  of  learning  and  teaching.  269  p.  D.  Longmans, 
$1.50. 


An  attempt  to  set  forth  in  simple  and,  so  far  as  possible,  untech'nical 
language  some  results  already  obtained  from  a study  of  mind  growth  as  an 
organic  process,  and  to  establish  a clear  and  definite  connection  between  those 
processes  of  learning  which  the  mind  possesses  and  the  methods  by  which  it 
should  be  taught  and  trained.  The  author’s  object  is  to  found  the  teaching 
and  training  of  children  on  the  results  of  psychology  and  biology  so  far  as  these 
sciences  have  explained  the  development  of  children’s  minds. 


Only  new  journals  are  included  in  this  section.  The  current  British  journals 
are  listed  and  characterized  in  each  volume  of  the  Schoolmaster’s  Yearbook. 

See  also  No.  212. 


54.  Bardeen,  C.  W.  Educational  journalism.  (N.  E.  A.  50tli  anniv.  vol. 
p.  50G-514. ) 

Brief  notes  supplementing  earlier  and  fuller  data  in  N.  E.  A.  Proceedings,  1893, 
and  School  Bulletin,  volumes  19-20.  The  journals  are  named  with  editors  and 
dates  published.  Estimates  are  seldom  attempted. 

55.  Social  education  quarterly  and  proceedings  of  the  Social  education  con- 
gress ; edited  by  C.  A.  Scott.  6 Kirkland  road,  Cambridge  station,  Boston, 
$2  per  year. 

Number  one  appeared  in  March,  1907,  and  the  three  numbers  for  that  year 
are  filled  with  the  papers  read  at  the  Social  Education  Congress,  November  30, 
1906. 


The  volumes  of  proceedings  of  certain  American  educational  associations  are 
noted  in  this  section.  A list  of  British  societies  with  officers  and  brief  sketch 
of  each  is  found  in  the  Schoolmaster’s  Yearbook  for  each  year. 


56.  Association  of  American  universities.  Journal  of  proceedings,  and  ad- 
dresses of  the  eighth  annual  conference  held  in  Cambridge,  Mass:  Nov.  23- 
24,  1906.  Ill  p.  O.  Assoc.  No  price. 


Association  of  colleges  and  preparatory  schools  of  the  middle  states 
and  Maryland.  Proceedings  of  the  twentieth  annual  convention  held  at 
Philadelphia,  Nov.  30-Dec.  1,  1906.  144  p.  O.  A.  H.  Quinn,  Secy.,  Univ. 
of  Pa.  Philadelphia.  No  price. 


18.  Association  of  colleges  and  preparatory  schools  of  the  southern  states. 

Proceedings  of  the  thirteenth  annual  meeting,  Birmingham,  Ala.  Nov.  7-8, 
/ 1907.  89  p.  O.  J.  H.  Kirkland,  Sec.  Vanderbilt  Univ.  Nashville,  Tenn. 


59.  Catholic  educational  association.  Report  of  the  proceedings  and  ad- 
dresses of  the  fourth  annual  meeting,  Milwaukee,  Wis.,  July  8-11,  1907. 
396  p.  O.  Rev.  F.  W.  Howard,  Sec.  1651  E.  Main  St.,  Columbus,  O.  No 
price. 


370,5.  PERIODICALS. 


370.6.  ASSOCIATIONS  AND  SOCIETIES. 


47405—08 3 


BIBLIOGRAPHY  OF  EDUCATION  FOR  190*7 


60.  Conference  for  education  in  the  south.  Proceedings  of  the  tenth  annual 
conference,  Pinehurst,  N.  C.  April  9-11,  1907.  300  p.  O.  S.  C.  Mitchell, 
Richmond  college,  Richmond,  Ya.  No  price. 


61.  Congress  of  arts  and  sciences,  universal  exposition,  St.  Louis,  1904 ; 
edited  by  Howard  J.  Rogers.  Volume  8,  Education  and  religion.  493  p.  O. 
Houghton,  $2.50. 

The  most  important  papers  which  were  not  separately  published  in  1904-5 
have  been  entered  in  this  bibliography  under  their  proper  subjects. 


62.  Educational  associations.  (N.  E.  A.  50th  anniv.  vol.  p.  453-506.) 


Brief  accounts  of  the  origin,  growth,  and  work  of  14  American  associations. 
The  information  presented  has  never  before  been  collected,  and  it  is  well  to 
have  these  contributions. 


V 63. 


Michigan  schoolmasters’  club.  Proceedings  at  the  forty-second  meeting 
held  in  Ann  Arbor,  Mar.  27-30,  1907.  150  p.  Q.  Ann  Arbor,  50c. 


64.  Monroe,  W.  S.  Recent  international  congress  at  Liege.  (N.  E.  A.  50th 
anniv.  vol.  p.  351-355.) 


I /m. 


V 


National  education  association.  Journal  of  proceedings  and  addresses  at 

the  forty-fifth  annual  meeting  held  at  Los  Angeles,  Cal.,  July  8-12,  1907. 

1102  p.  O.  Irwin  Shepard,  Winona,  Minn.,  $2. 

Certain  of  the  papers  are  • separately  noted  under  the  proper  headings  in 
other  parts  of  this  bibliography.  An  account  of  the  important  business  done 
at  the  Los  Angeles  meeting  is  found  in  the  October-December  number  of  the 
Forum,  p.  228-33. 

National  educational  association.  Fiftieth  anniversary  volume  1857-1906. 

949  p.  O.  Irwin  Shepard,  Winona,  Minn.,  $2. 

Includes  Proceedings  and  papers  of  the  department  of  superintendence  at 
Louisville,  February,  1906  ; a notable  report  on  instruction  in  library  adminis- 
tration in  normal  schools ; 13  important  papers  specially  prepared  for  this 
volume  by  members  in  America  and  other  lands  ; a chapter  sketching  the  his- 
tory of  various  educational  associations,  and  a wealth  of  statistical  and  biblio- 
graphical matter  relating  to  the  N.  E.  A.  itself.  Many  of  the  articles  in  this 
volume  are  indexed  separately  under  proper  subject  in  this  bibliography. 

National  society  for  the  scientific  study  of  education.  Sixth  year  book. 

2 pts ; O.  Univ.  of  Chic,  press,  $1.28. 

Pt.  1. — Vocational  studies  for  college  entrance.  Pt.  2. — The  kindergarten. 


69.  National  union  of  teachers.  Thirty-seventh  annual  report,  1907  and  list 


of  members  for  1906.  432  p.  O.  N.  U.  T.  Is. 


A handbook  giving  statistics  and  regulations  about  the  N.  U.  T.,  list  of  asso- 
ciations in  the  union,  names  and  addresses  of  members,  and  much  general  in- 
formation relating  to  English  teachers. 


70.  N.  Y.  (state)- — Associated  academic  principals.  Proceedings  of  the 
twenty-second  annual  conference  . . . 1906.  98  p.  O.  Albany,  Educ.  dept. 

No  price.  (Secondary  education  bulletin  36.) 


y/  71.  N.  Y.  (state)- — Education  department.  Forty-fourth  university  convo- 
cation. 116  p.  O.  Alb.  No  price.  (Department  Bulletin  4.) 

Certain  of  the  papers  are  entered  separately  in  this  bibliography. 

J 72.  New  York  state  association  of  school  commissioners  and  superin- 
tendents. Proceedings  of  the  51st  annual  meeting  at  Cornell  university, 
Ithaca,  Oct.  3-5,  1906.  104  p.  O.  N.  Y.  State  Education  dep’t.  Gratis. 
Concerned  with  the  rural  schools  of  New  York  State. 


EDUCATION THEORY,  PHILOSOPHY. 


19 


370.7.  THE  STUDY  OF  EDUCATION. 

See  also  material  on  normal  schools  in  section  371.12. 

73.  Rein,  Wilhelm.  The  place  and  office  of  pedagogy  in  the  university.  (Con- 
gress of  arts  and  sciences.  Houghton,  v.  8,  p.  50-63.) 

Examines  the  nature  and  contents  of  the  formal  science  and  art  of  pedagogy, 
and  discusses  its  relations  with  other  subjects  and  the  function  and  purpose  of 
teaching  it. 

370.9.  HISTORY  OF  EDUCATION. 

History  of  higher  education  and  of  individual  colleges  and  universities  is 
under  section  378  and  its  geographical  subdivisions.  For  matter  on  systems  of 
secondary  education,  which  is  current  chronicle  to-day  but  will  be  history  to- 
morrow, see  section  379.5. 

General. 

74.  Anderson,  L.  F.  A study  of  mediaeval  schools  and  school  work.  *(Ped. 
sent.  June,  14  : 223-82. ) 

Author  has  brought  together  and  grouped  under  numerous  captions  relating 
to  history,  curriculum,  and  methods  of  work  many  bits  of  educational  informa- 
tion dug  from  books  not  commonly  quoted  in  such  a connection.  Bibliography, 

p.  280-282. 


75.  Study  of  the  prototypes  of  the  modern  non-professional  school  among 

the  Greeks  and  Romans.  (Ped.  sem.  Mar.,  14:1-38.) 


Description  of  early  Greek  and  Roman  education,  giving  the  character  and 
methods  of  instruction.  Bibliography,  p.  37-38. 


McEvoy,  T.  J.  Epitome  of  history  and  principles  of  education.  267  p.  D. 
Author,  306  Fulton  st.,  Brooklyn.  No  price. 

Not  a connected  narrative  or  history,  but  47  syllabi  arranged  in  approximate 
chronologic  order;  apparently  designed  to  help  teachers  or  normal  students 
prepare  for  examination. 


I 


77.  Turner,  William.  Irish  teachers  in  the  Carolingian  revival  of  learning. 
(Catholic  univ.  bulletin,  July,  13:382-99;  Oct.  562-81.) 

An  account  of  the  literary  activity  of  the  Irish  scholars  of  the  ninth  and 
tenth  centuries,  based  upon  manuscripts  found  in  the  libraries  of  Germany, 
France,  and  Italy. 


78.  Walsh,  J.  J.  The  thirteenth- 
summer  school  press,  $2.50. 


greatest  of  centuries.  436  p.  O.  Catholic 


Lectures  delivered  at  the  school.  Chapters  2-7  and  9 discuss  mediaeval  uni- 
versities and  their  work,  the  arts  and  crafts,  technical  schools,  popular  edu- 
cation, books,  and  libraries. 


Alaska. 


79.  Jackson,  Sheldon.  Report  on  education  in  Alaska.  (U.  S. — Education, 
Comm’r  of.  Reports  for  1905.  1:267-91;  1906,  1:237-55.) 


/ 


The  usual  annual  statistical  reviews,  with  chapter  on  the  Government  rein- 
deer herd. 


Canada. 


80.  Coleman,  H.  T.  J.  Public  education  in  Upper  Canada.  120  p.  O.  Colum- 
bia Univ.  $1.  (Teachers  coll.  cont.  to  educ.  no.  15.) 


A selective,  descriptive,  and  interpretative  study  of  public  education  only 
in  what  is  now  the  Province  of  Ontario,  from  1791  to  1841,  with  a brief  added 
chapter  enumerating  tendencies  since  the  latter  date.  It  covers  much  the 
same  period ; is  not  so  broad  in  scope  as  Doctor  Ross’s  school  system  of 
Ontario,  but  goes  more  thoroughly  into  cause,  effect,  and  significance  of  events. 


20 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907. 


82. 


83. 


84. 


'85. 


86. 


ST. 


90. 


Europe. 

Great  Britain Education,  Board  of.  Schools  public  and  private  in  the 

north  of  Europe.  136  p.  O.  (Special  reports  on  educational  subjects, 
v.  17.) 

• Prepared  by  J.  S.  Thornton,  as  result  of  fourteen  years’  acquaintance  with 
and  study  of  the  schools  of  Norway,  Sweden,  Finland,  and  Denmark.  As  Gil- 
christ traveling  scholar  in  1900  and  again  in  1903  the  author  visited  Scandi- 
navia and  studied  the  school  systems  at  first  hand  with  this  monograph  in 
mind.  It  discusses  secondary  education  only,  and  dwells  upon  the  hearty 
cooperation  between  public  and  private  schools,  the  uniform  examinations 
system  common  to  both,  and  the  training  of  secondary  school  teachers  under 
masters  of  selected  secondary  schools. 

I 

France. 

Education  in  France.  (U.  S. — Education,  ComwT  of.  Reports  for  1905. 

1 : 57-86  ; 1906,  1 : 19-34.) 

The  usual  annual  surveys  of  current  educational  movements,  with  so  much 
of  retrospect  as  clearness  demands.  Covers  primary,  secondary,  and  higher 
education  and  gives  many  statistics. 

Friedel,  V.  H.  Problems  of  secondary  education  in  France.  (School  rev. 
Mar.,  15:169-83.) 

Author  is  an  official  in  the  French  education  department.  An  account  of 
the  main  features  of  the  reforms  in  the  reorganization  of  secondary  education 
in  1902. 

Great  Britain Education,  Board  of.  The  education  and  training  of  the 

French  primary  school  teacher.  222  p.  Q.  (Special  reports  on  educational 
subjects,  v.  18.) 

More  fully  described  under  No.  141. 

Levasseur,  P.  E.  On  the  developments  and  changes  in  primary  teaching 
in  France  during  the  Third  Republic  (1870-1906).  (N.  E.  A.  50th  anniv. 

vol.  p.  408-417. ) 

Germany. 

Paulsen,  Friedrich.  The  past  and  the  future  of  German  education. 
(N.  E.  A.  50th  anniv.  vol.  p.  430-445.) 

A translation  of  Book  4,  Chapter  3,  of  Das  deutsche  Bildungswesen. 

Great  Britain. 

Dunraven,  Windham,  Thomas  Wyndliam  Quin,  Earl  of.  Educational 
chaos.  (In  his  The  outlook  in  Ireland.  Dutton,  $3.  p.  111-37.) 

An  account  of  present  conditions,  prejudices,  and  denominational  feeling 
about  Irish  education,  with  some  positive  suggestions  for  betterment. 

Education  in  Great  Britain  and  Ireland,  1904 — 6.  (U.  S. — Education, 

Comm’r  of.  Report  for  1906.  1 : 1-17.) 

Godfrey,  Elizabeth,  pseud.  English  children  in  the  olden  time.  336  p. 
O.  Methuen,  7s.  6d.  * 

The  chapters  on  Nurture  in  king's  courts ; Concerning  pedagogues ; Educa- 
tional theories ; The  genteel  academy  and  the  dame  school,  and  The  superior 
parent  offer  much  information  about  the  English  education  of  the  fifteenth  to 
the  eighteenth  centuries. 

Strong,  John.  The  development  of  secondary  education  in  Scotland. 
(School  rev.  Oct.,  15:594-607;  Nov.,  15:671-83;  Dec.,  15:718-30.) 

Traces  its  development  from  1100  to  the  present.  Gives  a diagrammatic 
scheme  of  present  Scottish  education. 


EDUCATION THEORY,  PHILOSOPHY. 


21 


Greece. 

See  also  No.  201. 

91.  Freeman,  K.  J.  Schools  of  Hellas;  an  essay  on  the  practice  and  theory 
of  ancient  Greek  education  from  600  to  300  B.  C.  299  p.  O.  Macmillan, 
$1.90. 

A young  Englishman,  scholar  of  Trinity  College,  Cambridge,  senior  chancel- 
lor’s medalist,  and  who  died  at  the  age  of  24,  prepared  this  volume  with  a 
view  to  his  candidature  for  a fellowship  of  Trinity.  Competent  critics  assert 
that  it  has  a substantive  value  as  presenting  results  of  first-hand  research,  and 
that  it  brings  together  conveniently  and  accurately  the  materials  for  studying 
the  subject. 

India. 

92.  Public  education  in  British  India.  (U.  S. — Education,  Comm’r  of.  Re- 
port for  1906.  1 : 123-40.) 

Reviewing  the  years  1902-5. 


Italy. 

93.  Monroe,  W.  S.  Progress  of  education  in  Italy.  (U.  S. — Education, 

Comm’r  of.  Report  for  1906.  1:73-90.) 

J apan. 

94.  Kikerchi,  D.  Japanese  education.  (Nineteenth  cent.  June,  61 : 1012-23.) 

An  explanation  of  the  circumstances  which  led  to  the  issue  of  the  Imperial 
rescript  on  education  in  1890. 


Liberia. 

95.  Ellis,  G.  W.  Education  in  Liberia.  (U.  S. — Education,  Comm’r  of.  Re- 
port for  1905.  1:111-29.) 

The  author  is  United  States  secretary  of  legation  at  Monrovia. 


Philippines. 


96.  Educational  problems  in  the  dependencies.  (Annals  Amer.  acad.  July, 
30:65-89.) 

An  educational  policy  for  Spanish-American  civilization — M.  G.  Brumbaugh. 
Education  and  social  progress  in  the  Philippines — D.  P.  Barrows.  Position  and 
work  of  the  Roman  Catholic  Church  in  the  Philippines — T.  B.  Lawler. 

Porto  Rico. 

97.  Lindsay,  S.  M.  Inauguration  of  the  American  school  system  in  Porto  Rico. 

(U.  S. — Education,  Comm’r  of.  Report  for  1905.  1:293-344.) 

A resume  of  social  and  educational  conditions  in  Torto  Rico  before  American 
occupation,  a brief  sketch  of  the  rather  discouraging  attempts  of  the  military 
authorities  to  organize  a new  system,  and  a more  extended  account  of  the  work 
done  under  the  civil  government  since  1900.  Doctor  Lindsay,  from  his  personal 
experience,  reviews  the  work  of  Porto  Rican  and  American  teachers,  the  provision 
for  native  students  in  the  United  States,  and  the  history  of  educational  legisla- 
tion for  the  island,  and  ventures  some  comments  on  the  future. 

Rome. 


See  also  No.  201. 

98.  Teetgen,  A.  B.  Education  in  the  fifth  century.  (In  her  Life  and  times  of 
the  Empress  Pulcheria.  Sonnenschein,  10s.  6d.,  p.  37-47.) 

Describes  the  education  of  a patrician  girl  in  Rome. 


22 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907, 


Russia. 

99.  Simkhovitch,  V.  G.  History  of  the  school  in  Russia.  (Educ.  rev.  May, 
33 : 486-522.) 

Shows  that  while  some  attention  has  been  paid  from  the  end  of  the  17th 
century  to  professional,  higher,  and  secondary  education,  elementary  education 
is  still  sadly  neglected. 

Servia. 

100.  Low,  I).  H.  Education  in  Servia.  (Jour,  of  educ.  (Loud.)  Nov.,  n.  s., 

28:  736-39.) 

Outlines  the  organization  of  elementary,  secondary,  and  special  schools. 

South  America. 

101.  Baxter,  Sylvester.  School  and  college  in  P>razil  and  Argentina.  (Out- 

look, 10  Aug.,  86:780-7.) 

Turkey. 

102.  Monroe,  W.  S.  Education  in  Turkey.  (In  his  Turkey  and  the  Turks. 

Page,  $3.  p.  161-81.) 

Sketches  the  present  facilities  furnished  by  the  Turkish  Government  and  by 
schools  founded  and  maintained  by  foreigners  or  by  missionaries.  The  censor- 
ship of  books  and  newspapers  is  described. 

United  States. 

See  also  section  378,  subhead  United  States,  section  379.15,  and  section  379.5, 
subhead  United  States. 

103.  Brown,  E.  E.  Fifty  years  of  American  education.  (N.  E.  A.  50th  anniv. 

vol.  p.  327-341.) 

A topical  review  of  history,  movements,  tendencies,  and  accomplishments. 


104.  Burns,  J.  A.  Catholic  colonial  schools  in  the  French  possessions.  (Cath- 
olic univ.  bulletin,  Apr.,  13:175-90.) 

Includes  a description  of  the  first  parochial  school  for  girls  in  the  United 
States,  founded  at  New  Orleans  1727  by  the  Ursuline  sisters. 


105.  Early  Jesuit  schools  in  Maryland.  (Catholic  univ.  bulletin,  July, 

13 : 361-81.) 

States  that  the  arrival  of  the  Jesuits  in  Maryland  marks  the  beginning  of 
Catholic  educational  work  in  the  English  colonies. 


106.  Early  mission  schools  of  the  Franciscans.  (Catholic  univ.  bulletin, 

Jan.,  13:25-43.) 

An  account  of  the  earliest  schools  in  the  United  States,  which  preceded  by 
four  years  the  oldest  schools  in  the  thirteen  original  colonies.  Includes  schools 
in  New  Mexico,  Texas,  Florida,  and  California. 


107.  Gilman,  I).  C.  Five  great  gifts  to  education.  (Outlook,  July,  86  : 648-57.) 


Includes  brief  description  of  gifts  made  by  George  Peabody,  John  F 
John  D.  Rockefeller,  Andrew  Carnegie,  and  Mrs.  Russell  Sage. 


Slater, 


108.  Johnson,  Clifton.  The  country  school.  158  p.  O.  Crowell,  $1.50. 

This  book  is  an  almost  verbatim  reprint  (with  one  very  short  added  chapter 
on  schoolhouse  entertainments)  of  the  author’s  Country  School  in  New  England, 
published  by  Appleton  in  1893. 

109.  Meriwether,  Colyer.  Our  colonial  curriculum,  1607-1776.  301  p.  O. 

Capital  pub.  co.,  $2. 

“ Devoted  to  the  study  of  what  was  Actually  taught  then  and  how  it  was 
actually  done.  All  of  the  subjects,  in  all  grades  of  Institutions,  are  taken  up 
in  order  and  treated  so  as  to  show  as  nearly  as  possible  what  was  the  aim, 
what  was  the  method,  and  what  was  the  result  of  teaching  then.” 


EDUCATION — THEORY,  PHILOSOPHY. 


23 


110.  Monroe,  W.  S.  History  of  tlie  Pestalozzian  movement  in  the  United 

States.  244  p.  O.  Bardeen,  $2. 

“The  purpose  of  the  present  work  is  to  place  on  record  the  labors  of  a score 
of  men  who  caught  something  of  Pestalozzi’s  insight  and  enthusiasm  and  who 
sought  to  bring  about  the  adaptation  of  his  reforms  to  conditions  in  the  new 
world.”  Preface. 

The  most  important  chapters  are  those  on  the  work  of  William  McClure  and 
Joseph  Neef.  A useful  and  extensive  bibliography  is  appended. 

111.  U.  S. Education,  Bureau  of.  Reports  of  the  commissioner  of  education 

for  the  years  ending  June  30,  1905,  and  June  30,  190G.  4 v.  O.  Govern- 
ment printing  office. 

These  volumes  are  smaller  than  usual  and  more  largely  statistical.  It  is 
gratifying  to  note  that  the  statistics  are  more  nearly  up  to  date,  and  that  it 
is  still  possible  to  devote  half  of  volume  1 of  each  year  to  the  reviews  of  educa- 
tional progress  in  other  lands  and  to  the  selected  articles  on  current  topics 
which  have  so  long  made  this  report  of  special  interest  and  value. 

112.  Young,  E.  F.  The  educational  progress  of  two  years,  1905-07.  (In 

N.  E.  A.  Proc.  383-405.) 

Deals  with  American  conditions  and  events  only.  A more  informal  chronicle 
of  current  educational  happenings  is  furnished  by  O.  H.  Lang  to  each  number  of 
the  Forum. 

Iowa. 


113.  Abernethy,  Alonzo.  History  of  Iowa  Baptist  Schools.  340  p.  D.  Wool- 

verton  pub.  co.,  Osage,  la.  $1.25. 

The  author  writes  at  first  hand  from  a life  of  over  50  years  in  Iowa  and  per- 
sonal acquaintance  with  the  schools  and  workers  described. 

114.  Buffum,  H.  S.  Federal  and  state  aid  to  education  in  Iowa.  (Iowa  jour- 

nal of  history  and  politics.  Oct.  190G,  4 : 554-98;  Jan.-July,  1907,  5 : 3-45, 
147-92,  311-25.) 

Michigan. 

115.  The  beginnings  of  the  educational  system.  Educational  progress. 

(Utley,  H.  M.,  and  Cutcheon,  B.  M.,  eds.  Michigan  as  a province,  terri- 
tory and  state.  $20  for  4 v.  vol.  3,  chap.  15  and  vol.  4,  chap.  20.) 

Pennsylvania. 

116.  Burns,  J.  A.  Catholic  colonial  schools  in  Pennsylvania.  (Catholic  univ. 

bulletin,  Oct.,  13:  582-GOO.) 

A description  of  some  of  the  most  prominent  schools  and  teachers  from  the 
time  of  their  establishment  by  Jesuit  missionaries  from  Maryland. 


/, 


Texas. 


117.  Hartmann,  C.  G.  A study  in  school  supervision  with  special  reference 

to  rural  school  conditions  in  Texas.  180  p.  Q.  (Bulletin  of  the  Univ.  of 

Texas,  no.  90.) 

370.92.  BIOGRAPHY. 

Who’s  Who  in  America  is  a current  directory  of  living  educators ; Who’s 
Who  and  the  Schoolmaster’s  Year  Book  for  English  educators.  The  N.  E.  A. 
list  of  members  who  have  died  during  each  year  is  printed  in  each  annual 
volume  of  Proceedings. 

118.  Mellen,  G.  F.  New  England  college  presidents  in  the  south.  (New 

Eng.  mag.  June,  36:468-80.) 

Brief  sketches  of  prominent  New  Englanders  who  administered  colleges  of 
the  old  South. 


24 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907. 


119. 


121. 


^ 125. 

*U 

S 12G. 


Broolcs,  Charles.  Albree,  John.  Churles  Brooks  and  his  work  for  nor- 
mal schools.  31  p.  O.  Author  (Swampscott,  Mass.),  gratis. 

Reprinted  from  the  Historical  Register,  vol.  10,  no.  1,  Jan.,  1907,  published 
by  the  Medford  Historical  Society. 

Davidson,  Thomas.  Knight,  William.  Memorials  of  Thomas  Davidson 
the  wandering  scholar,  collected  and  edited  by  William  Knight.  241  p. 
O.  Ginn,  $1.25. 

Twenty-one  chapters  ; recollections,  sketches,  estimates  of  Davidson  by  friends  ; 
selections  from  his  letters,  lectures,  and  writings. 

Guarino  de  Verona.  McCormick,  P.  J.  Two  Catholic  medieval  educa- 
tors. II.  Guarino  de  A^erona.  (In  Catholic  univ.  bulletin,  April,  13: 
232-49.) 

Herbart,  Johann  Friedrich.  Compayre,  Gabriel.  Herbart  and  educa- 
tion by  instruction.  142  p.  D.  Crowell,  90c. 

Translation  of  a volume  in  series  Les  grands  educateurs,  published  in  Paris 
in  1904.  Save  for  a brief  biographic  chapter  and  one  on  the  spread  and  influ- 
ence of  Herbart’s  work,  the  book  is  a critical  synopsis  of  his  systems  of  psychol- 
ogy, education,  and  morals. 

Kriisi,  Hermann.  Kriisi,  Hermann.  Recollections  of  my  life.  An 
autobiographical  sketch  supplemented  by  extracts  from  his  personal  rec- 
ords and  a review  of  his  literary  productions  together  with  selected 
essays,  arranged  and  ed.  by  Elizabeth  Sheldon  Ailing.  439  p.  O.  The 
Grafton  press,  $2.50. 

One  thousand  copies  printed. 

Magill,  Edward  Hicks.  Magill,  E.  H.  Sixty-five  years  in  the  life  of  a 
teacher  1S41-1906.  323  p.  D.  Houghton,  $1.50. 

Record  of  a long,  varied,  and  interesting  career  of  an  ex-president  of  Swarth- 
more  College  and  long  a prime  mover  for  advancement  of  higher  education  in 
Pennsylvania.  Contains  an  account  of  the  early  history  of  the  elective  system. 

Mann,  Horace.  Compayre,  Gabriel.  Horace  Mann  and  the  public  school 
in  the  United  States.  134  p.  I).  Crowell,  90c. 

A brief  biography  which  may  rank  with  Hinsdale’s  Horace  Mann  and  the 
Common  School  Revival  in  the  United  States. 

Pestalozzi,  Johann  Heinrich.  Compayre,  Gabriel.  Pestalozzi  and  ele- 
mentary education.  139  p.  D.  Crowell,  90c. 

First  published  in  French  in  1902,  now  first  translated.  Characterized  by 
sympathetic  treatment. 

Hooper,  Thomas  Godolphin.  Tatton,  11.  G.  Memoir  of  T.  G.  Rooper.  (In 
Rooper,  Selected  writings.  Blackie,  7s.  Gd.  pref.  p.  15-94.) 

Rousseau,  Jean  Jacques.  Compayre,  Gabriel.  Jean  Jacques  Rousseau 
and  education  from  nature.  120  p.  D.  Crowell,  90c. 

Translation  of  a French  monograph  first  published  in  1901.  A synoptic  and 
critical  sketch. 

Spencer,  Herbert.  Compayre,  Gabriel.  Herbert  Spencer  and  scientific 
education.  119  p.  D.  Crowell,  90c. 

First  published  in  France  in  1901,  and  in  translation  forms  a most  consid- 
erable critique  of  Mr.  Spencer  as  an  educator  only. 


TEACHERS,  METHODS,  DISCIPLINE. 


25 


371.  TEACHERS,  METHODS,  DISCIPLINE. 

371.1.  TEACHERS. 

Material  on  teachers  as  distinct  from  teaching  is  included  in  this  section. 
Methods  of  teaching  is  section  371.3. 

130.  Lang,  O.  H.  The  status  of  the  teacher  in  the  United  States  : Observations 

of  a German  educational  expert.  (Forum,  July,  39:  60-71.) 

A review  of  the  book  Volksschule  und  Lehrerbildung  der  Vereinigten  Staaten 
. . . written  by  Dr.  F.  '^TTypers,  a member  of  tbe  German  educational  com- 
mission that  spent  seven  weeks  in  this  country  in  1904.  Author  discusses  femin- 
ization of  our  schools,  equal  pay  for  equal  work,  compulsory  education,  and  the 
fact  that  there  seemed  to  him  to  be  no  real  profession  of  teaching  in  this 
country. 

13!  . New  York  City  teachers’  association.  Report  of  the  committee  on  the 

promotion  of  teachers.  75  p.  O.  The  ass’n,  gratis. 

A study  of  the  methods  of  promotion  in  over  50  cities,  with  separate  accounts 
of  the  systems  in  New  York,  Chicago,  St.  Louis,  Boston,  London,  and  Baltimore. 

132.  Palmer,  G:  H.  The  ideal  teacher.  (Atlantic,  Apr.,  99:433-42.) 

Declares  that  “ teaching  as  a trade  is  poor  and  disappointing  business,  but 
entered  as  a profession  there  are  few  employments  more  satisfying.” 

133.  Plan  for  official  advisory  organization  of  the  teaching  force  of  Chicago. 

(Elem.  school  teacher,  Feb.,  7 : 305-10.) 

Report  of  the  subcommittee  of  the  school  management  committee  of  the 
board  of  education  of  Chicago,  appointed  to  report  upon  the  whole  subject  of 
an  advisory  organization  of  the  teaching  body.  The  resulting  plan  provides 
for  a representation  of  the  teachers  when  educational  matters  are  considered 
by  the  Chicago  school  board.  See  also  editorial  in  same  number,  p.  361-367. 

134.  Spaulding,  F.  E.  The  uuassigned  teacher  in  the  schools.  (School  rev. 

Mar.,  15:201-16.) 

Describes  the  work  of  the  teacher  without  a class,  with  special  mention  of 
experiences  in  Newton,  Mass.  Devotes  much  attention  to  a discussion  of  the 
evils  of  rigid  grading. 

135.  Tuell,  H.  E.  The  public  school  teacher  and  promotional  examinations. 

(Educ.  Dec.,  28:  217-23.) 

Comments  upon  the  new  system  of  promotional  examinations  for  teachers 
in  Boston  and  states  facts  to  prove  that  ability  to  pass  a required  examination 
can  not  be  a satisfactory  test  of  a teacher’s  merit. 

136.  Van  Storm,  Ashley.  Minimum  qualifications  of  the  elementary  teacher. 

(In  N.  E.  A.  Proc.  p.  239-52.) 

371.12.  TRAINING  OF  TEACHERS. 

See  also  section  370.7. 

137.  Bolton,  F.  E.  The  preparation  of  high  school  teachers:  what  they  do 

receive  and  what  they  should  receive.  (School  rev.  Feb.,  15:97-122.) 

Discusses  existing  State  legislation  designed  to  secure  good  high  school 
teachers.  There  is  great  lack  of  uniformity  in  requirements  for  teaching  and 
of  effective  laws  to  eliminate  poor  teachers.  American  standards  are  compared 
with  German. 


47405—08 4 


26 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907. 


138.  Bolton,  F.  E.  The  relation  of  the  department  of  education  to  other  depart- 
ments in  colleges  and  universities.  (Jour,  of  ped.  Dec.  1906-Mar.  1907, 
19:137-76.) 

“An  attempt  is  made  to  show  clearly  the  proportions  which  the  work  has 
assumed,  class  of  students  accepted,  the  kind  of  work  prepared  for,  the 
intimate  relation  which  the  department  hears  toward  the  rest  of  the  insti- 
tution, the  relation  to  the  State,  and  the  distribution  of  the  work  within  the 
department.”  Many  of  the  data  presented  were  secured  by  a questionnaire. 

See  also  No.  145,  below. 


\\ 


139.  Chabot,  Charles.  The  professional  training  of  teachers  in  France.  (Con- 

gress of  arts  and  sciences.  Houghton,  v.  8,  p.  176-91.) 

Address  at  the  St.  Louis  exposition,  1904. 

140.  Great  Britain — Education,  Board  of.  . . . General  report  on  the  in- 
struction and  training  of  pupil-teachers,  1903-1907,  with  historical  intro- 
duction. Presented  to  both  houses  of  Parliament.  219  p.  Q.  ([Gt.  Brit. 
Parliament.  Papers  by  command]  Cd.  3582.) 

The  30-page  historical  introduction  is  of  special  value. 

141.  The  education  and  training  of  the  French  primary  school 

teacher.  222  p.  O.  (Special  reports  on  educational  subjects,  v.  18.) 

Contents. — Curricula  of  French  higher  primary  schools,  pp.  1-82  ; Life  in  a 
French  higher  primary  school,  by  A.  M.  Saville,  pp.  83—124  ; Summary  of  official 
regulations  affecting  the  training  and  position  of  teachers  in  State  primary 
schools  in  France,  by  H.  E.  Matheson  ; The  French  training  college  system,  by 
B.  Dumville,  pp.  159-222. 

Farrington  : The  Public  Primary  School  System  of  France,  1906,  while  cover- 
ing much  the  same  ground,  is  fuller  in  historical  material  than  the  present 
volume  and  less  detailed  in  presentation  of  curricula  and  their  contents.  The 
professions  of  primary  and  secondary  teacher  in  France  are  entirely  distinct, 
and  the  slight  opportunities  for  the  pupil-teacher  contrast  strongly  with  English 
and  American  methods. 

142.  Ladd,  A.  J.  Ecole  normale  superieure;  an  historical  sketch.  61  p.  O. 

Herald  pub.  co.,  Grand  Forks,  N.  D.  50c. 

Doctor’s  dissertation,  Michigan,  1904. 

143.  National  education  association.  Report  of  the  committee  of  seventeen 

on  the  Professional  preparation  of  high-school  teachers.  (In  N.  E.  A. 
Proc.  p.  523-668.) 

The  introduction  (15  pages)  was  published  in  School  Review,  Sept.,  1907,  and 
the  entire  report  is  also  published  separately. 


144.  Iiuedeger,  W:  C.  Recent  tendencies  in  the  normal  schools  of  the  United 

States.  ( Educ.  rev.  Mar.,  33  : 271-87. ) 

A comparative  study,  based  chiefly  on  data  obtained  from  51  pairs  of  normal 
school  catalogues,  ten  years  apart,  showing  changes  in  normal  school  work  and 
conditions  as  to  equipment,  students,  and  contents  of  curriculum. 

145.  Sutton,  W.  S.  The  organization  of  the  department  of  education  in  rela- 

tion to  the  other  departments  in  colleges  and  universities.  (Jour,  of 
ped.  Dec.  1906-Mar.  1907,  19:81-136.) 

An  historical  survey  of  the  professional  education  of  teachers  is  followed  by 
a discussion  of  its  present  status  in  America,  based  upon  responses  to  a ques- 
tionnaire and  disclosing  great  variety  in  the  plans  of  organization  in  42  insti- 
tutions. Brief  mention  is  made  of  the  study  of  education  in  leading  foreign 
universities. 

Two  appendixes  are  : 

A.  Table  showing  courses  in  education  at  German  universities,  1905-6. 

B.  Historical  data  concerning  evolution  of  the  professional  education  of 
teachers  in  American  colleges  and  universities,  with  plans  for  the  organization 
of  educational  work  therein. 


TEACHERS,  METHODS,  DISCIPLINE, 


27 


371.10.  teachers’  salaries. 

146.  Association  of  men  teachers  and  principals  of  the  city  of  New  York. 

The  grounds  of  opposition  to  the  White  bill.  48  p. 

During  its  1907  session  the  legislature  of  the  State  of  New  York  gave  much 
attention  to  a bill  (senate  1218)  providing  for  an  increase  in  the  salaries  of 
certain  women  teachers  in  the  schools  of  New  York  City.  When  the  bill 
reached  Governor  Hughes  he  vetoed  it,  and  his  objections  are  printed  in  full 
in  Educational  Review,  September,  1907,  pp.  211-213.  The  above  pamphlet 
prints  the  text  of  the  bill  and  some  arguments  against  “ equal  pay  for  equal 
work,”  regardless  of  sex.  The  hill  was  reintroduced  in  the  session  of  1908, 
but  failed  of  passage. 

147.  The  compensation  of  college  teachers.  (In  Association  of  colleges  and 

preparatory  schools  of  the  middle  states  and  Maryland.  Proc.  of  twen- 
tieth annual  convention,  1906.  p.  18^4.) 

Papers  by  J.  D.  Moffatt,  J.  B.  Fletcher,  and  E.  E.  Hale,  jr.,  writh  discussions 
by  W.  A.  Lamberton  and  Thomas  Fell. 

148.  Cooley,  E.  G.  The  basis  of  grading  teachers’  salaries.  (In  N.  E.  A. 

Proc.  p.  94-103.) 

149.  Cotton,  F.  A.  Teachers’  salaries  and  how  affected  by  the  operation  of 

the  minimum-salary  law.  (N.  E.  A.  50th  anniv.  vol.  p.  132-141.) 

The  author,  State  superintendent  for  Indiana,  describes  the  law  in  that 
State  and  how  it  works.  In  the  discussion  similar  laws  in  Pennsylvania  and 
West  Virginia  are  described. 

• 

150.  Fletcher,  J.  B.  The  compensation  of  college  teachers.  (Educ.  rev.  Jan., 

33:77-86.) 

Paper  read  before  annual  meeting  of  the  Association  of  Colleges  and  Pre- 
paratory Schools  of  the  Middle  States  and  Maryland  at  Philadelphia,  November, 
1900. 

Shows  that  the  responsibility  for  reform  in  the  matter  of  the  compensation 
of  college  teachers  rests  with  the  faculty. 

151.  Hutchins,  H.  B.  Should  men  bearing  the  same  title  in  any  institution 

receive  the  same  pay.  , (In  Association  of  American  universities.  Jour- 
nal of  proceedings  and  addresses  of  eighth  annual  conference,  1907. 
p.  92-99. 

152.  McAndrew,  William.  Where  education  breaks  down.  (Educ.  rev.  Jan., 

33:11-23.) 

A resume  of  the  salary  conditions  among  teachers,  comparing  them  with 
those  in  other  callings.  The  author  complains  of  a lack  of  professional 
enthusiasm  and  on  this  point  is  answered  by  Isabella  M.  Blake  in  same  volume, 
pp.  522-526. 

153.  Stillman,  J.  M.  Relations  of  salary  to  title  in  American  universities. 

(In  Association  of  American  universities.  Journal  of  proceedings  and 
addresses  of  eighth  annual  conference,  1907.  p.  72-91.) 

Also  in  Science,  February  25,  pp.  241-259. 

Concludes  that  a maximum  efficiency  of  university  work  and  a minimum  of  ad- 
ministrative difficulty  resulting  from  inequalities  in  pay  in  the  same  grade  will 
be  attained  by  a minimum  or  normal  salary  for  each  grade  by  reasonable  in- 
creases dependent  upon  length  of  efficient  service  and  with  freedom  to  recognize 
unusual  ability  or  distinguished  service  as  the  requirements  of  the  case  may 
demand.  Article  closes  •with  quotations  from  answers  to  a circular  letter  sent  to 
presidents  and  faculty  members. 

154.  Tanner,  A.  E.  Salaries  of  women  teachers  in  institutions  of  collegiate 

rank.  (Ass’n  of  collegiate  alumnae.  Special  bull.  Ser.  3,  no.  15.) 

Discusses  maximum  and  minimum  salaries  in  14  American  women’s  colleges. 


28 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907, 


155.  Van  Sickle,  J.  H.  What  should  be  the  basis  for  the  promotion  of  teachers 
and  the  increase  of  teachers’  salaries?  (N.  E.  A.  50th  anniv.  vol.  p.  177- 
183.) 

Describes  the  new  arrangement  in  Baltimore. 

371.17.  PENSIONS  FOR  TEACHERS. 

150.  The  best  means  of  introducing  the  pension  system  into  American 
universities.  Discussion.  (In  Association  of  American  universities. 
Journal  of  proceedings  and  addresses  of  eighth  annual  conference,  1907. 
p.  64-71.) 

The  Carnegie  Foundation  is  the  theme. 

157.  Carnegie  foundation  for  the  advancement  of  teaching.  Papers  relating 

to  the  admission  of  state  institutions  to  the  system  of  retiring  allowances 
of  the  Carnegie  foundation.  45  p.  Q.  (Bulletin  no.  1.) 

As  the  Foundation  bases  the  distribution  of  its  pensions  on  the  qualifications 
of  institutions,  not  individuals,  it  is  necessarily  concerned  with  the  organization 
and  curricula  of  those  institutions  which  wish  to  share  in  its  funds.  This 
Bulletin  is  the  first  of  a series  which  will  furnish  data  as.  to  entrance  require- 
ments, financial  resources,  and  equipment  of  many  American  universities  and 
colleges. 

158.  Second  annual  report  of  the  president  and  treasurer.  124  p.  Q.  576 

Fifth  ave.,  N.  Y.  No  price. 

It  is  remarkable  hSw  rapidly  and  how  intelligently  the  work  of  this  great 
foundation  has  progressed  in  two  years.  The  standardizing  of  American  institu- 
tions for  higher  education  is  a by-product  of  the  financial  work  of  the  founda- 
tion. The  statistical  and  historical  material  included  in  this  report  is  of  refer- 
ence value. 

159.  Jastrow,  Joseph.  Advancement  of  teaching.  (No.  Amer.  rev.  7 Oct., 

186 : 213-24.) 

Commends  the  spirit  of  the  Carnegie  Foundation  for  the  Advancement  of 
Teaching,  but  opposes  the  exclusion  of  State  universities.  Believes  that  increase 
of  salary  would  be  more  effective  in  the  advancement  of  teaching  than  the  most 
liberal  of  pension  systems. 

160.  Keyes,  C:  H.  Teachers’  pensions.  (In  N.  E.  A.  Proc.  p.  103-08.) 

Statement  of  reasons  why  pensions  should  be  provided  for  teachers  in  public 
schools,  and  account  of  sotne  ways  in  which  the  matter  is  managed  in  the 
United  States. 

371.2.  ORGANIZATION  AND  ADMINISTRATION  OF  THE  SCHOOL;  THE  SUPERIN- 
TENDENT. 

See  also  section  379.15  and  the  papers  read  at  the  meeting  of  the  N.  E.  A. 
Department  of  Superintendence,  and  printed  in  the  annual  volume  of  Pro- 
ceedings. 

161.  Allen,  W.  H.  School  efficiency.  (In  his  Efficient  democracy.  Dodd, 

Mead,  $1.50.  p.  113-41.) 

A study  of  the  statistical  method  as  basis  for  intelligent  progress  in  con- 
ducting the  school.  -Shows  what  is  lost  in  school  efficiency  by  lack  of  proper 
methods  of  record  and  later  use  of  such  records  as  correctives  and  guides. 

162.  Jackman,  W.  S.  Relation  of  school  organization  to  instruction.  (Pop. 

sci.  mo.  Feb.,  70:120-33.) 

Paper  read  before  the  Social  Education  Congress,  Boston,  November,  1900,  indi- 
cates some  of  the  most  important  changes  needed  in  present  school  organization 
in  order  that  the  school  may  be  operated  as  a social  institution, 


TEACHERS,  METHODS,  DISCIPLINE, 


29 


371.23.  VACATION  SCHOOLS. 

163.  Great  Britain Education,  Board  of.  School  excursions  and  vacation 

schools.  89  p.  O.  (Special  reports  on  educational  subjects,  v.  21.) 


In  a brief  historical  introduction  school  excursions  are  traced  back  to  the 
traveling  scholars  of  the  Middle  Ages.  The  French  Alpine  club  and  the  holiday 
home  at  Contrexeville  are  briefly  noticed,  after  which  follow  chapters  on  vaca- 
tion schools,  country  schools  for  backward  children,  and  school  journeys. 
These  are  mainly  descriptions  of  the  methods  and  work  of  specific  examples, 
chiefly  in  England.  The  volume  is  the  work  of  J.  E.  G.  de  Montmorency. 


371.25.  CLASSIFICATION  OF  PUPILS. 

See  also  No.  134. 

I 

164.  Garber,  J : P.  A rational  system  of  classification  and  promotion.  ( Educ. 

Jan.,  27:288-302.) 

Discusses  advantages  and  disadvantages  of  several  of  the  commoner  methods 
of  classification,  states  some  of  the  fundamental  principles  which  should  underlie 
a rational  system  of  grading,  and  notes  certain  fallacies  connected  with  classi- 
fication and  promotion. 

371.28.  PROMOTIONS. 

165.  Hartwell,  C:  S.  Liberating  tbe  lower  education.  (School  rev.  June, 

15:436-58.) 

Discusses  quality,  not  quantity,  for  promotion,  and  three-year  high  school 
courses,  giving  tabulated  statistics,  compiled  from  questionnaires  sent  to  various 
classes  of  educators. 

166.  Promotion  by  subject  and  three-year  courses.  (School  rev.  Mar., 

15: 184-96.) 

Shows  some  of  the  evils  of  rigid  grading  and  quotes  actual  experiences  to  prove 
that  flexibility  in  grading  is  entirely  practicable.  While  the  past  tendency 
has  been  to  sacrifice  the  child  to  the  system,  it  is  being  more  generally  recog- 
nized that  system  must  yield  to  the  child. 


371.3.  METHODS  OF  INSTRUCTION. 

For  methods  in  special  subjects,  see  section  375  and  its  subdivisions.  See  also 
y Nos.  33,  37,  43. 

167.  Adamson,  J:  W.,  ed.  (The)  practice  of  instruction;  a manual  of  method, 

general  and  special.  512  p.  D.  National  Society’s  Depository,  4s.  6d. 

The  “ general  ” chapters  fill  125  pages,  treating  the  theory  of  education  with 
emphasis  on  Herbart’s  psychology  and  discussing  the  curriculum  as  a whole. 
Then  8 chapters  as  follows  : Religious  instruction — A.  C.  Headlam.  The  mother 
tongue — .T.  W.  Adamson.  Geography — A.  J.  Herbertson.  History — M.  A.  How- 
ard. Mathematics — A.  H.  Baker.  Natural  science — T.  P.  Nunn.  Latin  and 
Greek — W.  H.  D.  Rouse.  Modern  languages — W.  M.  Poole. 

168.  Bagley,  W:  C.  Classroom  management;  its  principles  and  technique. 

322  p.  D.  Macmillan,  $1.25. 

“ The  author  intends  his  work  for  the  student  of  education  in  normal  schools 
and  colleges  who  is  preparing  for  elementary  teaching.  He  has  gathered  his 
data  from  observing  good  teachers,  from  text-books,  from  his  own  experience, 
and  from  psychology.  The  routine  factors  of  class-room  management  start  with 
the  daily  programme,  punctuality,  hygiene,  order,  discipline,  and  penalties.  At- 
tention lie  treats  under  several  laws  and  then  discusses  the  technique  of  class 
instruction,  giving  a whole  chapter  to  the  Batavia  system.  He  tells  how  he 
would  test  results,  dispose  of  the  teacher’s  time,  treats  of  the  teacher’s  relations 
to  the  principal,  supervisor,  and  superintendent,  and  concludes  with  the  ethics 
of  school  craft.”  Pedagogical  Seminary. 


30 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907. 


109. 


170. 


171. 


172. 


173. 


177. 


178. 


Chapin,  C:  S.  Departmental  teaching  in  the  grammar  grades.  (Educ. 
Apr.,  27:505-14.) 

Considers  the  whole  subject  still  in  the  experimental  stage.  Cites  the  chief 
arguments,  pro  and  con,  followed  by  a statement  of  the  conditions  necessary 
for  success. 

Harris,  VV.  T.  How  the  superintendent  may  correct  defective  classwork 
and  make  the  work  of  the  recitation  teach  the  pupil  how  to  prepare  his 
lesson  properly.  (N.  E.  A.  50th  anniv.  vol.  p.  341-351.) 

Kilpatrick,  V.  E.  The  adaptation  of  departmental  teaching  to  ele- 
mentary schools.  (Educ.  rev.  Apr.,  33:356-67.) 

An  examination  of  the  principles  underlying  departmental  teaching  is  followed 
by  a detailed  statement  of  how  it  may  be  undertaken  by  any  elementary  school. 

Mahony,  J:  J.  The  problem  of  the  poor  pupil.  (Educ.  Dec.,  28: 197-212.) 

Describes  the  Batavia  system  of  individual  instruction  and  flexible  grading 
schemes  of  several  cities,  and  acknowledges  that  plenty  of  valuable  experiment- 
ing has  been  done,  but  lack  of  cooperation  has  led  to  no  educational  doctrine. 
What  is  most  needed  now  is  an  attempt  through  an  intelligent  application  of 
pupil  study,  through  a close  cooperation  between  the  home  and  the  school,  to 
discover  just  why  the  pupil  is  poor. 

Sachs,  Julius.  The  departmental  organization  of  secondary  schools. 
(Educ.  Apr.,  27:484-96.) 

The  proper  conception  of  departmental  organization  in  the  high  school  involves 
much  more  than  mere  specialization.  The  hope  of  a real  departmental  organi- 
zation must  lie  in  the  broad  training  and  accurate  attainments  of  the  teachers. 

Theobald,  H.  C.  (The)  Filipino  teacher’s  manual.  260  p.  D.  World 
Book  Co.,  $1.50. 

Winterburn,- R.  V.  Methods  in  teaching;  being  the  Stockton  methods  in 
elementary  schools.  355  p.  D.  Macmillan,  $1.25. 

The  Stockton  methods  are  those  used  in  the  schools  of  Stockton,  Cal.,  and 
attention  was  called  to  them  by  striking  exhibits  at  the  St.  Louis  and  Portland 
expositions.  Hundreds  of  letters  to  the  Stockton  school  board  asking  for  details 
determined  them  to  print  this  book,  which  is  edited  by  a former  supervisor  of 
English  and  history.  “ The  Stockton  methods  seek  to  employ  all  the  mental 
faculties  of  the  child  simultaneously  in  order  to  accomplish  their  union  as  soon 
as  possible.” 

371.42.  MANUAL  TRAINING. 

See  also  a chapter  in  No.  49. 

Council  of  supervisors  of  the  manual  arts.  Yearbooks  1906-7.  v.  6-7. 
The  Sec’y.  Hastings-on-IIudson,  N.  lr.  $3  each. 

The  papers  treat  chiefly  of  the  actual  work  in  the  school  in  drawing,  design, 
woodwork,  and  specific  handicrafts  or  trades. 

The  development  of  an  adequate  course  of  study  in  manual  training 
for  elementary  grades.  (In  N.  E.  A.  Proc.  760-78.) 

1.  From  the  point  of  view  of  the  teacher  of  manual  arts,  by  A.  Ahrens. 

2.  From  the  point  of  view  of  child  study,  by  F.  B.  Dresslar. 

3.  From  the  point  of  view  of  the  school  superintendent,  by  C : II.  Keyes. 

Harvey,  L.  11.  Manual  training  in  the  grades.  (Elem^ school  teacher, 
Mar.,  7 : 390-407. ) 

Emphasizes  and  estimates  the  value  of  manual  training  to  the  individual,  and 
favors  its  use  in  all  of  the  12  grades. 


Teachers,  methods,  discipline. 


•31 


371.5.  GOVERNMENT,  DISCIPLINE,  PUNISHMENT. 

See  also  No.  210,  below. 

179.  Griffiths,  F.  P.  Student  self-government  at  the  University  of  California. 

(University  of  California  chronicle,  July,  9:  240-55.) 

180.  Thompson,  W.  O.  Self-government  by  students  in  school  and  college. 

(Social  education  quarterly,  Mar.  1:  41-53.) 

371.52.  ATTENDANCE. 

181.  Thorndike,  E.  li.  The  elimination  of  pupils  from  school.  63  p.  O. 

Government  printing  office.  U.  S. — Education  Bureau.  Bulletin  4,  1907.) 

A statistical  study,  carefully  done  and  accurately  grounded,  of  what  pupils 
stay  in  school,  how  long  they  stay,  what  grades  they  reach,  and  why  they 
leave.  The  significance  of  the  results  for  the  immediate  problems  of  school 
administration  are  briefly  suggested. 

• 371.55.  CORPORAL  PUNISHMENT. 

182.  Du  Bois,  Patterson.  The  failure  and  immorality  of  corporal  punishment. 

(In  his  Culture  of  Justice.  Dodd,  Mead,  75c.  p.  209-27.) 

371.6.  SCHOOL  BUILDINGS  AND  FURNITURE. 

183.  Boston — School  committee.  Report  of  committee  of  oculists  and  elec- 

tricians on  the  artificial  lighting  and  color  schemes  of  school  buildings. 

20  p.  O.  (Boston  School  Doc.  1907,  no.  14.) 

Gives  chart  of  colors  recommended  for  walls  ; of  location  of  lights  in  stand- 
ard schoolroom ; cuts  and  full  description  of  the  tungsten-light  fixtures 
recommended. 

184.  Olsen,  J.  W.  Rural  school  architecture.  (N.  E.  A.  50th  anniv.  vol. 

p.  141-148.) 

Two  plans  and  elevations  are  given  for  one  and  two  room  buildings  costing, 
respectively,  ,$800  and  $2,800. 

185.  Two  recent  high  schools.  (Architects  and  builders’  magazine,  Mar. 

n.  s.  8:251-65.) 

Includes  description  and  plans  of.  the  Jersey  City  high  school  and  the  De 
/ Witt  Clinton  high  school,  New  York  City. 

186.  Wisconsin — Dept,  of  education.  The  school  beautiful,  by  Maud  Bar- 

nett. 94  p.  Q.  C.  P.  Cary,  state  superintendent,  Madison. 

Minute,  practical  suggestions  and  directions  for  securing  more  attractive  and 
healthful  school  buildings  and  grounds.  Helpful  plans  and  pictures. 

371.64.  SCHOOL  LIBRARIES  ; LIBRARIES  AND  SCHOOLS. 

See  also  the  papers  printed  in  the  N.  E.  A.  Proc.,  pp.  961-982,  under  the 
library  department. 

187.  Axon,  W.  E.  A.  The  library  in  relation  to  knowledge  and  life.  (Con- 

gress of  arts  and  sciences.  Houghton,  v.  8,  p.  203-15.) 

188.  Biagi,  Guido.  The  library — its  past  and  future.  (Congress  of  arts  and 

sciences.  Houghton,  v.  8,  p.  216-29.) 

After  sketching  the  rise  and  development  of  libraries,  Doctor  Biagi  forecasts 
the  future,  which,  he  thinks,  will  be  particularly  marked  by  international  co- 
operation, the  use  of  photography,  the  gramophone,  and  a greatly  increased  use 
of  the  card. 


32 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907, 


189.  Crunden,  F.  M.  The  library  in  education.  (Congress  of  arts  and  sciences. 

Houghton,  y.  8,  p.  195-202.) 

190.  MacDowell,  L.  I.  A public  school  library  system.  (Educ.  rev.  Nov., 

34:  374-84.) 

Contains  practical  suggestions  for  the  organization  of  a successful  school 
library.  Describes  the  systems  in  New  . York  City,  Utica,  Newark,  Baltimore, 
Chicago,  and  St.  Louis.  Lays  special  stress  on  the  advantages  of  class 
libraries. 

371.7.  SCHOOL  HYGIENE. 

An  important  second  triennial  congress  on  school  hygiene  was  held  in  Lon- 
don, August  5—10,  1907.  Its  papers  have  not  been  published,  but  accounts  of 
the  meeting  are  in  Pedagogical  Seminary,  December,  1907  ; Nineteenth  Century, 
September,  1907,  pp.  388—394,  and  London  Journal  of  Education  for  September, 
1907,  pp.  607-610. 

191.  Ainge,  T.  S.  The  ventilation  of  school  buildings.  (Jour.  Mich.  med.  soc. 

June,  6:271-80.) 

192.  Clay,  Arthur.  School  feeding  question  in  England.  (Charities,  19  Jan., 

17:699-707.) 

Brief  account  of  the  various  recent  English  experiments  with  this  work. 
Verdict  rather  against  its  usefulness. 

193.  Cronin,  J:  J.  Doctor  in  the  public  school.  (Rev.  of  Rev.  Apr., 

35:433-40.) 

Startling  results  of  rigid  medical  inspection  in  New  York  City. 

194.  Douglas,  C.  C.  The  laws  of  health ; a handbook  on  school  hygiene.  240  p. 

D.  Blackie,  3s. 

Principally  physiological. 

195.  Elkington,  J.  S.  C.  Health  in  the  school ; or  hygiene  for  teachers.  192  p. 

D.  Blackie,  2s. 

196.  McMillan,  Margaret.  Labour  and  childhood.  205  p.  D.  Sonnenschein, 

3s.  6d. 

Chapter  9,  “ The  hygiene  of  instruction,"  states  the  case  for  medical  inspec- 
tion. Chapter  10,  “ The  school  doctor  in  other  lands,”  is  an  account  of  what 
has  been  done  in  Germany,  mainly  in  Wiesbaden,  while  chapter  11,  “ The  school 
doctor  at  home,”  tells  what  has  not  been  done  in  England,  and  why  and  how 
more  should  be  done. 

The  hook  is  not  about  child  labor,  hut  a study  of  education  through  labor, 
with  emphasis  upon  the  part  which  good  health  plays  in  it. 

197.  New  York  committee  on  physical  welfare  of  school  children.  An  ex- 

amination of  the  home  conditions  of  1400  New  York  school  children 

found  by  school  physicians  to  have  physical  defects.  (Amer.  statistical 

ass’n.  Quarterly  publications.  June.  10:271-316.) 

Present  the  startling  conclusion  that  if  the  1,400  children  examined  are 
representative  American  school  children  there  are  12,000,000  children  in 
the  United  States  so  defective  physically  as  to  need  attention.  A comprehen- 
sive plan  of  medical  inspection  and  instruction  in  hygiene  is  given.  This 
investigation  is  a result  of  the  now  famous  Associated  Press  item  from  Wash- 
ington in  1905  that  70,000  New  York  children  went  breakfastless  to  school. 

198.  Richards,  H.  M.  The  medical  inspection  of  school  children.  (Jour. 

Royal  Sanitary  Inst.  July,  28:251-63.) 

199.  Scott,  W.  D.  Sacrifice  of  the  eyes  of  school  children.  (Pop.  sci.  mo.  Oct., 

71 : 303-12.) 

Excessive  destruction  begins  several  years  earlier  than  was  formerly  the  case 
in  America,  and  earlier  than  is  still  the  case  in  Germany  and  other  foreign 


TEACHERS,  METHODS,  DISCIPLINE. 


33 


countries.  Badly  lighted  schoolrooms  come  in  for  their  share  of  blame,  but 
author  believes  the  fact  that  our  infants  are  reading  more  books  both  in  and 
out  of  school  is  largely  responsible  for  the  poor  eyesight  of  children. 

371.73.  PHYSICAL  TRAINING  ; GYMNASTICS  ; ATHLETICS. 

See  also  papers  printed  in  the  N.  E.  A.  Proc.,  pp.  925-950. 

200.  Derby,  R.  A.  College  athletics.  (Outlook,  5 Oct.,  87:254-8.) 

Protests  against  present  conditions,  and  urges  the  adoption  of  a new  system 
which  will  lessen  rivalry  in  intercollegiate  athletics  and  generalize  the  interest. 

201.  Fuld,  L.  F.  Physical  education  in  Greece  and  Rome.  (Amer.  phys.  educ. 

rev.  Mar.,  12:1-14.) 

202.  Grant,  P.  S.  Physical  deterioration  among  the  poor  in  America.  (No. 

Amer.  rev.  1 Feb.,  184:254-67.) 

203.  Hetherington,  C.  W.  Analysis  of  problems  in  college  athletics.  (Amer. 

phys.  educ.  rev.  June  12:154-81.) 

204  . Johnson,  G.  E.  Education  by  plays  and  games.  234  p.  D.  Ginn,  90c. 

This  revision  of  a “ questionnaire  ” study  in  the  Pedagogical  Seminary  in 
1894  is  a useful  and  practical  contribution  from  the  superintendent  of  play- 
grounds, recreation  parks,  and  vacation  schools  in  Pittsburg. 

205.  Lowman,  G.  S.  Regulation  and  control  of  competitive  sport  in  the  sec- 

ondary schools  in  the  United  States.  (Amer.  phys.  educ.  rev.  Sept.,  12: 

241-55:  Dec.,  12:307-23.) 

A summary  of  the  answers  to  a questionnaire  sent  to  881  schools.  The  Sep- 
tember issue  includes  public  schools  and  the  December  issue  private  schools 
and  academies.  Author  concludes  that  athletics  in  academies  are  in  healthier 
condition  and  better  managed  than  athletics  in  public  high  schools. 

206.  Newcomb,  Simon.  University  athletics.  (No.  Amer.  rev.  21  June, 

185 : 353-64,) 

Condemns  present  system  of  athletics.  Believes  physical  development  of  our 
students  will  be  best  promoted  by  entirely  abandoning  intercollegiate  contests  and 
making  games  of  strength  purely  local  and  personal  affairs. 

207.  Sargent,  D.  A.  The  academic  value  of  college  athletics.  (Educ.  Feb., 

27:  317-25.) 

Advocates  the  recognition  of  the  educational  value  of  physical  training  and 
athletics  as  a remedy  for  many  of  the  present  abuses  and  evils.  Suggests  mak- 
ing them  essential  features  of  the  college  curriculum  with  due  academic  credit. 

208.  Stewardson,  L.  C.  Physical  training  and  athletics.  (Educ.  rev.  Nov., 

34:385-97.) 

A plea  for  reform  in  college  athletics.  What  is  needful  at  present  is  not 
condemnation,  but  sympathetic  treatment  of  the  whole  problem  by  those  who 
know  what  sport  is. 

371.8.  STUDENT  LIFE,  CUSTOMS,  SOCIETIES. 

209.  Copeland,  Arthur.  Men  and  days  in  Phi  Beta  Kappa.  143  p.  O. 

Du  Bois,  $1. 

A brief  account  of  the  origin  and  growth  of  the  society,  with  list  of  chapters, 
distinguished  members,  the  constitution,  and  a more  particular  account  of  the 
chapter  at  Syracuse  University  by  which  this  volume  is  issued. 


47405—08 5 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907. 


34 

/ 

^ 210.  Cronson,  Bernard.  Pupil  self-government; 

107  p.  D.  Macmillan,  90c.  net. 


its  theory  and  practice. 


This  work  treats  first  the  genesis  of  the  movement  and  the  causes  of  its  suc- 
cess and  failure  and  its  relations  to  the  teachers.  Obedience  is  its  means,  ap- 
preciation its  method,  and  life  activities  its  material.  As  to  conditions,  there 
must  be  a proper  ideal,  competent  principal  and  teachers,  gradual  introduction  of 
the  scheme,  and  power  to  enforce  it.  One  chapter  discusses  the  ethics  of  the 
movement,  its  relations  to  life,  at  home,  out  of  doors,  in  school,  and  to  individual 
welfare  ; its  influence  in  enforcing  obedience  to  law,  its  relations  to  citizenship, 
common  welfare,  the  government,  and  especially  the  rise  of  representative  gov- 
ernment, are  treated.  There  are  eight  full-page  illustrations  and  plenty  of  blank 
sheets  for  notes.  Author  is  principal  of  Public  School  3,  Manhattan,  N.  Y. 


371.9.  EDUCATION  OF  SPECIAL  CLASSES. 

See  also  papers  printed  in  N.  E.  A.  Proc.,  pp.  983-999,  under  the  department 
of  special  education. 

211.  Maennel,  B.  (The)  auxiliary  schools  of  Germany.  137  p.  O.  Govern- 
ment printing  office.  (U.  S. — Education  Bureau.  Bulletin  3,  1907.) 

A free  translation  of  Vom  Hilfsschulwesen,  a recent  German  account  of  the 
educational  provisions  in  that  country  for  backward,  defective,  and  subnor- 
mally  endowed  children.  Full  statements  are  given  as  to  admission  procedure, 
health  conditions,  classification  of  pupils,  the  curriculum,  and  methods  of  disci- 
pline and  instruction.  The  monograph  should  be  useful  wherever  such  work  is 
being  done  or  is  to  be  attempted  in  this  country. 


212.  The  Psychological  clinic:  A journal  for  the  study  and  treatment  of  men- 
tal retardation  and  deviation : edited  by  Lightner  Witmer.  Published 
by  Psychological  clinic  press,  Philadelphia,  $1  per  year. 

First  number  appeared  in  March,  1907.  Published  primarily  in  the  interest 
of  a large  class  of  children  who  manifest  different  degrees  of  retardation  in 
mental  and  moral  development.  It  presents  the  results  of  investigation  con- 
ducted mainly  through  examination  and  treatment  of  individual  mental  and 
moral  peculiarities.  It  will  also  take  cognizance  of  all  forms  of  special  work 
for  mentally  and  physically  defective  children  and  juvenile  delinquents  and 
dependents.  Of  interest  to  physicians,  social  workers,  psychologists,  and  edu- 
cators. The  following  important  articles  appeared  in  1907  : 

A method  for  determining  the  extent  and  causes  of  retardation  in  a city 
school  system,  by  J.  E.  Bryan.  The  fifteen  months’  training  of  a feeble- 
minded child,  by  Lightner  Witmer.  Public  day  schools  for  backward  children, 
by  C.  H.  Town.  Need  for  special  classes  in  the  public  schools,  by  J.  D.  Heil- 
man. Mental  cohdition  of  juvenile  delinquents,  by  I.  H.  Coriat.  Retardation 
y through  neglect  in  children  of  the  rich,  by  Lightner  Witmer. 

^ 213.  Snedden,  D.  S.  Administration  and  educational  work  of  American 

juvenile  reform  schools.  207  p.  O.  Columbia  Univ.  $2.  (Teachers  coll, 
cont.  to  educ.  no.  12.) 

Describes  the  educational  ideals,  methods,  and  results  of  these  institutions, 
which  are  so  distinctly  apart  from  our  general  system  of  public  or  private 
education. 


214.  The  public  school  and  juvenile  delinquency.  (Ednc.  rev.  Apr., 

33  : 374-85.) 

Urges  that  “between  the  parent  on  the  one  hand  (with  the  cooperation  of 
his  church)  and  the  public  school  on  the  other  (representing  the  State  in  its 
contribution  to  the  custody  and  education  of  children)  there  should  be  no 
middle  ground  left  to  the  unorganized  efforts  of  charity  and  voluntary  effort, 
however  well-meaning  these  may  be.” 

371.94.  NEGRO  EDUCATION. 

215.  Hampton  negro  conference.  Eleventh  annual  report.  109  p.  O. 

Hampton,  The  institute  press.  Published  as  the  Hampton  bulletin,  vol.  3, 
no.  3. 

W.  T.  B.  Williams ; Colored  public  schools,  pp.  39-53. 


ELEMENTARY  EDUCATION. 


35 


371.95.  INDIAN  EDUCATION. 

See  also  papers  printed  in  the  N.  E.  A.  Proc.,  pp.  1001-1030,  under  the  depart- 
ment of  Indian  education.  The  annual  report  of  the  superintendent  of  United 
States  Indian  schools  to  the  Commissioner  of  Indian  Affairs  gives  current  news 
affecting  the  education  of  the  Indian. 


216.  Indian  rights  association.  Twenty-fourth  annual  report  for  the  year 
1906.  104  p.  O.  1305  Arch  st.,  Phil. 


216a.  Lake  Mohonk  conference  of  friends  of  the  Indian  and  other  de- 
pendent peoples.  Proceedings  of  the  twenty-fifth  annual  meeting,  Oct. 
23-25,  1907.  207  p.  O.  H.  C.  Phillips,  Mohonk  lake,  N.  Y.  Gratis. 

372.  ELEMENTARY  EDUCATION. 


See  the  N.  E.  A.  Proc.,  pp.  475-519,  for  papers  read  in  the  department  of 
elementary  education. 

For  additional  material  on  elementary  education  see  The  Elementary  School 
Teacher,  published  monthly,  except  during  July  and  August,  by  the  University  of 
Chicago  elementary  school. 

See  also  nos.  2G,  53,  13G. 

All  material  on  child  study  has  been  omitted,  as  this  subject  is  thoroughly 
y covered  in  the  annual  bibliography  compiled  by  L.  N.  Wilson  ; that  for  190G 

/ appears  in  the  Pedagogical  Seminary,  14  : 329-354. 

217.  Bridgham,  Alice.  Day  by  day  in  the  primary  school.  3 v.  O.  Barnes,  $4. 

Contents. — v.  1,  The  autumn  months;  v.  2,  the  winter  months;  v.  3,  the 
spring  months. 

A programme  of  suggestions,  hints,  and  directions  for  enriching,  planning,  and 
carrying  out  schoolroom  work  on  every  day  of  the  year.  Prepared  by  a primary 
teacher  who  has  proved  its  value  in  her  own  school.  Covers  all  subjects. 
Accompanied  by  many  simple  outline  sketches  and  diagrams  for  blackboard  and 
paper  work.  , 

218.  Chapin,  C.  S.  Departmental  teaching  in  the  grammar  grades.  (Educ. 

Apr.,  27:505-14.) 

A summary  of  chief  arguments  pro  and  eon. 

219.  Great  Britain Education,  Board  of.  The  education  and  training  of 

the  French  primary  school  teacher.  222  p.  Q.  (Special  reports  on 
educational  subjects,  v.  18.) 

More  fully  described  under  No.  141. 


220.  Horace  Mann  elementary  school.  (Teachers  coll,  record,  Jan.,  8:  1-104; 
May,  8 : 167-248  : Sept.,  8 : 249-350.)  ” 

Continuing  articles  which  appeared  in  January  and  September,  1906,  and  were 
devoted  to  a description  of  the  work  in  the  first,  second,  and  third  grades.  The 
January  number  of  the  present  volume  covers  the  fourth  and  fifth  grades,  the 
May  number  the  sixth  grade,  and  the  September  number  the  seventh. 


221.  Kilpatrick,  V.  E.  The  adaptation  of  departmental  teaching  to  ele- 
mentary schools.  (Educ.  rev.  Apr.,  33:356-67.) 

An  examination  of  underlying  principles,  with  a detailed  statement  of  how  it 
may  be  undertaken  by  any  elementary  school. 


222.  Thomas,  A.  B.  (The)  first  school  year;  a course  of  study  with  selection 
of  lesson  material,  arranged  by  months,  and  correlated  for  use  in  the 
first  school  year.  208  p.  D.  Flanagan,  60c. 


372.2.  KINDERGARTEN. 

For  additional  kindergarten  material  see  the  files  of  the  Kindergarten  Re- 
view, the  Kindergarten  Primary  Magazine,  and  the  N.  E.  A.  Proc.,  p.  455-74. 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907. 


86 


223.  International  kindergarten  union.  Proceedings  of  the  fourteenth  an- 

nual meeting,  New  York,  April,  1907.  136  p.  O.  Anna  H.  Littell,  Secy., 
y 3 Forest  ave.,  Dayton,  O. 

224.  National  society  for  the  scientific  study  of  education.  The  Kinder- 

garten and  its  relation  to  elementary  education.  138  p.  O.  (Yearbook  6, 
pt.  2.) 

Thoughtful  papers  containing  much  cogent  argument  and  admirable  state- 
ment. They  are  : The  psychologic  basis  of  the  kindergarten — E.  A.  Kirkpat- 
rick ; An  interpretation  of  some  Froebelian  principles — Maria  Kraus-Boeltti ; 
Conservative  and  progressive  phases  of  kindergarten  education — Patty  S.  Hill ; 
Evolution  of  the  kindergarten  problem — Harriette  M.  Mills  ; History  of  kinder- 
garten influence  in  elementary  education — Nina  C.  Vandewalker.  Reviewed  in 
Kindergarten  Magazine,  February,  1908,  pp.  224-226. 


373.  PRIVATE  SECONDARY  SCHOOLS. 

Great  Britain. 


225.  Leach,  A.  F.  History  of  Warwick  school.  278  p.  O.  Constable,  10s. 


226.  The  public  schools  from  within;  a collection  of  essays  on  public  school 
education,  written  chiefly  by  schoolmasters.  320  p.  O.  Low,  3s.  6d. 


Thirty-two  short  chapters  on  the  subjects  of  instruction,  moral  and  social  in- 
fluences, physical  and  athletic  life,  historical  and  descriptive.  Reviewed  in 
Athenaeum,  May  4,  1907. 


375.  THE  CURRICULUM:  METHODS  IN  SPECIAL  BRANCHES. 

See  also  Nos.  109,  392. 

All  discussions  of  special  subjects  are  here,  whether  they  concern  university, 
college,  special  school,  secondary  or  elementary  school,  except  as  they  relate 
to  college  entrance  requirements.  For  those,  see  section  378.01. 

227.  I)e  Garmo,  Charles.  Principles  of  secondary  education ; a text-book. 

299  p.  D.  Macmillan,  $1.25. 

A separate  description  and  analysis  of  the  content  of  each  secondary  school 
study  to  determine  its  inherent  and  comparative  educational  value,  and  upon 
the  basis  of  the  values  thus  established  to  further  determine  the  best  possible 
combination  of  studies  into  curricula.  One-third  of  the  book  is  filled  with 
representative  programmes  of  the  various  types  of  secondary  schools  in  this 
and  other  countries. 

The  book  is  planned  as  a text-book  for  college  and  university  classes.  A 
second  volume  is  to  follow  in  1908. 

228.  Greenwood,  J.  M.  A seven-year  course  for  elementary  schools  and  a five- 

year  course  for  secondary  schools.  (Educ.  May,  27:550-55.) 

A continuation  of  the  author’s  argument  in  Education  for  April  and  May, 
1903,  favoring  a seven-year  course  in  the  grades.  He  does  not  believe  that  the 
year  thus  saved  should  be  added  to  the  high  school  course. 

/ 375.04.  ELECTIVE  STUDIES. 

229.  Adams,  C.  F.  Some  modern  college  tendencies.  (In  his  Three  Phi  Beta 

Kappa  addresses.  Houghton,  $1.  p.  101-47.) 

A summary  of  objections  to  the  elective  system.  In  a “ Supplementary  Note  ” 
added  since  this  address  was  first  printed  in  Educational  Review.  32:132,  Mr. 
Adams  replies  to  his  critics. 

375.2.  THE  TEACHING  OF  THEOLOGY. 

230.  Berle,  A.  A.  The  education  of  a minister.  (Bibliotheca  sacra,  Apr., 

64 : 283-98.) 

The  great  need  is  “ real  effective  training  of  the  minister  with  some  relation 
to  the  things  he  is  going  to  do.” 


THE  CURRICULUM. 


37 


231.  Berle,  A.  A.  Rout  of  the  theological  schools.  (Bibliotheca  sacra,  July, 
64:  566-87.) 

.232.  Buckham,  J.  W.  Modern  theological  education.  (Bibliotheca  sacra,  Jan., 
64:135-47.) 

Discusses  the  curriculum  of  theological  seminaries,  and  states  that  a com- 
parison of  the  courses  offered  by  prominent  seminaries  of  different  denomina- 
tions proves  that  all  theological  education  is  in  a state  of  transition. 


233.  Ellwood,  C:  A.  How  should  sociology  be  taught  as  a college  or  university 
subject?  (Amer.  jour,  of  soc.  Mar.,  12:588-06.) 


234.  American  law  school  review;  an  intercollegiate  law  journal,  v.  2,  Nov. 

1906  to  Dec.  1907;  3 numbers.  West  pub.  co. 

Reports  the  annual  meeting  of  the  Association  of  American  Law  Schools,  and 
prints  short  articles  of  value  and  interest  to  law  students. 

235.  Symposium  on  the  value  of  humanistic,  particularly  classical,  studies 

as  a preparation  for  the  study  of  law,  from  the  point  of  view  of  the 
profession.  (School  rev.  June,  15:409-35.) 

I. '  Value  to  the  lawyer  of  training  in  the  classics,  by  Merritt  Starr. 

II.  Study  of  Greek  and  Latin  as  a preparation  for  the  study  of  law,  by 


Lyden  Evans. 

III.  Humanistic,  and  particularly  classical,  studies  as  a preparation  for  the 
law,  by  H.  B.  Hutchins. 

IV.  Discussion  of  first  three  papers,  by  H.  P.  Davock. 

V.  Discussion  of  the  first  three  papers,  by  H.  E.  Spalding. 

VI.  Concluding  remarks,  by  L.  I.  Barbour. 

VII.  Appendix  to  paper  of  Mr.  Merritt  Starr. 

Papers  read  at  the  Classical  Conference  at  Ann  Arbor,  Mich.,  March,  1907. 


236.  Vance,  W:  R.  Legal  education  in  the  South.  (Geo.  Washington  univ. 
bulletin,  v.  6,  no.  3,  p.  18-27.) 

Also  in  Proceedings  of  the  American  Bar  Association,  1907.  An  account  on 
present  conditions  and  opportunities. 


~J7.  O’Shea,  M.  V.  Linguistic  development  and  education.  347  p.  D.  Mac- 
millan, $1.25. 

A study  of  the  psychology  of  linguistic  development  in  young  children  and 
its  relations  to  and  significance  in  the  formal  teaching  of  languages.  The 
study  is  based  upon  close  observation  of  several  children  (the  author’s  own, 
we  strongly  suspect)  for  a term  of  years,  upon  the  results  of  experimental 
language  teaching  in  model  schools,  and  upon  personal  investigations  of  methods 
of  language  teaching  at  home  and  abroad. 


238.  Mann,  C.  R.  The  meaning  of  the  movement  for  the  reform  of  science 

teaching.  (Educ.  rev.- June,  34:13-25.) 

Read  at  annual  meeting  of  North  Central  Association  of  Colleges  and  Sec- 
ondary Schools  at  Chicago,  March,  1907. 

239.  New  York  state  science  teachers  association.  Proceedings  of  the 

eleventh  annual  conference,  N.  Y.  City.  Dec.  26-27,  1906.  185  p.  O. 

Albany,  Educ.  dept.  No  price.  (Secondary  education  bulletin  34.) 


375.3.  THE  TEACHING  OF  SOCIOLOGY. 


375.34.  LEGAL  EDUCATION. 


375.4.  LANGUAGE  IN  THE  CURRICULUM. 


375.5.  SCIENCE  IN  THE  CURRICULUM. 


88 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907, 


240.  Woodhull,  J.  F.  Science  for  culture.  (School  rev.  Feb.,  15:123-33.) 


Science  can  make  for  humanism  instead  of,  as  too  often  now,  for  mere 
information  and  utility.  To  do  so,  however,  it  should  be  divorced  from  sylla- 
bus and  examination. 

375.507.  NATURE  STUDY. 

v/ 

241. 

For  additional  material  on  nature  study  consult  the  files  of  the  Nature 
Study  Review.  Material  on  school  gardens  is  found  in  section  375.63. 

Bigelow,  E:  F.  (The)  spirit  of  nature  study;  a book  of  social  suggestion 
and  sympathy  for  all  who  love  or  teach  nature.  222  p.  D.  A.  S.  Barnes 
& Co.,  $1. 

375.51.  MATHEMATICS. 

242. 

Myers,  G:  W.  The  year’s  progress  in  the  mathematical  work  of  the 
University  high  school.  (School  review,  Oct.,  15:576-93.) 

Describes  the  methods  in  use  at  the  Chicago  University  high  schools  for  test- 
ing a modern  curriculum  for  high  school  mathematics. 

243.  Newcomb,  Simon.  The  teaching  of  arithmetic.  (N.  E.  A.  50th  anniv. 

vol.  p.  86-102.) 

244.  Tilley,  C:  E.  Accuracy  in  mathematics  and  science.  (Educ.  Apr., 


V 245. 

27:467-77.) 

How  to  secure  it  in  greater  measure. 

Young,  J.  W.  A.  (The)  teaching  of  mathematics  in  the  elementary  and 
the  secondary  school.  351  p.  O.  Longmans,  Green  & Co.,  $1.50. 

An  exposition  of  the  pedagogy  of  mathematics  in  elementary  and  secondary 
grades.  Various  distinct  methods  are  described  and  compared.  Many  useful 
miscellaneous  points  of  method  and  mode  are  treated.  Chapters  on  the  prepara- 
tion of  the  teacher  and  the  material  equipment  are  followed  by  the  most  exten- 
sive and  important  part  of  the  book,  the  teaching  of  arithmetic,  geometry,  and 
algebra.  Full  -bibliographies  accompany  the  text. 

375.6.  TECHNICAL  AND  INDUSTRIAL  EDUCATION;  ENGINEERING. 

x'T 240. 

See  also  papers  printed  in  the  N.  E.  A.  Proc.,  pp.  1031-1061,  under  the  depart- 
ment of  technical  education.  See  also  section  371.42,  manual  training,  and 
No.  412  below. 

Behrend,  B.  A.  Engineering  education.  26  p.  Q.  B.  A.  Behrend, 
S.  Norwood,  Ohio,  gratis. 

Reprinted  from  the  Electrical  World,  January  5,  1907. 

247. 

/ 

Burks,  J.  D.  Democracy  in  education.  (Elem.  school  teacher,  Nov., 
8: 130-42.) 

An  argument  for  the  introduction  of  vocational  training  into  the  public 
schools.  Shows  that  the  loss  of  pupils  in  the  upper  elementary  grades  is  due  to 
the  ill-adaptation  of  our  educational  organization.  Concludes  that  adequate  pro- 
vision for  vocational  training,  beginning  at  about  the  sixth  year  of  school,  would 
tend  to  prolong  the  school  life  and  increase  the  vocational  efficiency  of  the 
great  mass  of  children. 

Also  in  N.  E.  A.  Proceedings,  1907,  pp.  787-796,  with  different  title. 

* 248. 

Citizens’  trade  school  convention.  Proceedings  and  addresses  given  at 
Indianapolis,  June  10-12,  1907.  53  p.  O.  Winona  Technical  institute, 

gratis. 

Addresses  by  Frank  Gunsaulus,  J.  A.  Emery,  P.  M.  Kling,  Walter  II.  Page, 
J.  W.  Van  Cleave,  Anthony  Ittner,  Arthur  D.  Dean. 

THE  CURRICULUM. 


39 


249.  Draper,  A.  S.  Our  children,  our  schools  and  our  industries.  48  p.  O. 

N.  Y.  State  Educational  dep’t,  gratis. 

A strong  showing  of  the  utter  inadequacy  of  American  facilities  for  trade  and 
industrial  education,  as  compared  especially  with  Germany. 

250.  Duncan,  Ft.  K.  Temporary  industrial  fellowships  at  Kansas  University. 

(No.  Amer.  rev.  3 May,  185:54-02.) 

Established  by  commercial  houses. 

251.  Haney,  J.  P.  Vocational  work  for  the  elementary  schools.  (Educ.  rev. 


Nov.,  34:335^6.) 

Considers  the  necessity  of  offering  some  form  of  vocational  training  in  the 
elementary  school,  and  recommends  that  for  certain  schools  a modified  form  of 
the  course  of  study  be  arranged  to  permit  vocational  training  in  the  seventh 
and  eighth  years. 


252.  Howard,  E.  D.  Cause  and  extent  of  the  recent  industrial  progress  of 

Germany.  147  p.  O.  Houghton,  $1. 

In  . a chapter  on  industrial  education  stress  is  laid  upon  the  intimate  relation 
of  school  training  to  vocation.  The  character  and  extent  of  the  general  and 
industrial  continuation  schools  are  described. 

253.  Industrial  education.  (School  rev.  May,  15:375-99.) 


Symposium  by  C.  H.  Thurber,  H.  .T.  Skeffington,  and  C.  W.  Hubbard  at  Harvard 
Teachers’  Association.  Second  paper  discusses  the  attitude  of  the  trade-union 
and  workingman.  Third  paper  outlines  effective  industrial  schools  for  a small 
factory  community. 


254.  Jackson,  D.  C.  Relations  of  engineering  schools  to  polytechnic  industrial 

education.  (Science,  2G  July,  n.  s.  26:104-11.) 

255.  Jones,  A.  J.  (The)  continuation  school  in  the  United  States.  157  p.  O. 


Government  printing  office.  (U.  S. — Education  Bureau.  Bulletin  1, 
1907.) 


This  monograph  argues  the  need  of  such  schools  by  statistics  showing  the 
rapid  decline  of  school  attendance  after  the  age  of  industrial  worth  is  reached. 
It  indicates  briefly  how  much  more  extensive  and  efficient  German  and  English 
schools  of  this  type  are  than  our  own.  The  work  of  many  typical  American 
schools  is  described,  and  finally  the  place  and  purpose  of  the  continuation  school 
in  our  system  of  education  are  defined. 


256.  Kehew,  M.  M.,  ed.  The  movement  for  industrial  education  (Charities 


and  the  commons,  5 Oct.,  19 : 803-64. ) 

A survey  of  present  opportunities  and  immediate  and  future  needs  in  the 
•cational  training  of  American  boys  and  girls. 


Contents. — H.  S.  Pritchett — A national  society  for  the  promotion  of  indus- 
trial education.  S.  M.  Kingsbury — What  is  ahead  for  the  untrained  child  in 
industry?  Ralph  Albertson — Decay  of  apprenticeship.  P.  H.  Hanus — Industrial 
education  in  Massachusetts.  C.  F.  Warner — Industrial  training  in  the  public 
schools.  C.  R.  Richards — Private  trade  schools  for  boys.  M.  S.  Woolman — Pri- 
vate trade  schools  for  girls.  F.  M.  Marshall — The  public  school  and  the  girl 
wage-earner.  R.  A.  Woods — Industrial  education  from  the  social  worker’s  stand- 
point. A.  G.  Bookwalter — Continuation  work. 


^,57.  Mass. — Commission  on  industrial  education.  First  annual  report. 

71  p.  O.  State  printers.  (Public  document  76.) 

Massachusetts  appreciates  the  need  for  and  possibilities  in  industrial  educa- 
tion, and  in  providing  an  effective  machinery  for  moving  in  the  matter.  This 
report  of  a permanent  commission  takes  as  a starting  point  the  conclusions  pre- 
sented by  a preliminary  commission  last  year.  It  covers  less  than  a year,-  is 
inevitably  little  more  than  a clearing  of  the  ground  and  a statement  of  the 
most  obvious  and  urgent  parts  of  a programme,  chief  among  which  is  cooperation 


40 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907. 


with  local  authorities  in  the  founding  of  schools  for  technical  and  industrial 
education  ; yet  it  is  of  great  interest  and  suggestiveness  as  indicating  some  con- 
clusions and  problems  which  have  been  reached  by  a careful  study  of  the  situa- 
tion in  one  of  our  greatest  industrial  States. 


tion.  Report  at  twelfth  annual  convention,  N.  Y.  City,  May  20-22,  1907. 
(In  Proceedings,  p.  110-38.) 

Discusses  the  necessity  for  trade  schools  and  the  attitude  of  labor  unions 
toward  them,  and  describes  some  of  the  newer  American  technical  schools. 

259.  National  education  association.  Report  of  the  committee  on  industrial 
education  in  schools  for  rural  communities.  (In  N.  E.  A.  Proc.  409-54.) 
Supplementary  to  report  of  July,  1905.  Describes  some  effective  and  success- 
ful experiments  in  industrial  education. 


).  National  society  for  the  promotion  of  industrial  education.  Bulletins 
1 to  4.  1907.  C.  R.  Richards,  Teachers  college,  N.  Y.  City. 


261.  Person,  H.  S.  Industrial  education ; a system  of  training  for  men  enter- 
ing upon  trade  and  commerce.  86  p.  O.  Houghton,  $1. 


This  volume,  which  is  one  of  the  prize  essays  in  the  Hart,  Schaffner  & Marx 
series,  deals  with  the  training  required  by  young  men  who  would  fit  them- 
selves for  the  higher  positions  in  industry  or  commerce,  and  the  need  of  provid- 
ing such  training  in  the  United  States.  The  need  is  now  generally  admitted. 
The  author’s  opinion  clearly  is  that  while  commercial  training  should  be  offered 
in  high  schools,  collegiate  courses,  and  professional  departments,  the  ideal 
conditions  can  be  found  only  in  distinctly  professional  instruction,  open  solely 
to  those  who  have  already  completed  a liberal  education.  The  question  here 
raised  is  a large  one,  about  which,  as  is  well  known,  there  is  serious  difference 
of  opinion. 


262.  Richards,  C.  R.  The  problem  of  industrial  education.  (Manual  training 

mag.  April,  8:125-32.) 

Brief  analysis  of  the  economic,  social,  and  educational  aspects  of  the  problem, 
with  a statement  of  the  functions  and  limitations  of  the  various  existing  agencies 
for  industrial  training. 

263.  Rollins,  Frank.  Industrial  education  and  culture.  (Educ.  rev.  Dec., 

34:494-503.) 

Address  before  Schoolmasters’  Association  of  New  York  and  Vicinity,  Oct., 
1907. 


4.  Sadler,  M.  E.,  ed.  Continuation  schools  in  England  and  elsewhere;  their 


place  in  the  educational  system  of  an  industrial  and  commercial  state. 
779  p.  O.  Sherratt  & Hughes,  8s.  6d.  (University  of  Manchester  publi- 
cations. Educational  ser.  No.  1.) 

An  important  volume,  in  which  are  collected  careful  and  competent  accounts, 
of  the  history  and  present  status  in  Great  Britain,  of  the  various  agencies  for 
“ further  education,”  with  8 brief  chapters  on  such  schools  in  the  chief  Euro- 
pean countries  and  the  United  States.  The  contributions  of  18  different  authors 
have  been  carefully  edited  by  Professor  Sadler  (himself  a considerable  con- 
tributor), and  the  result  is  a veritable  cyclopedia  of  information  hitherto  widely 
scattered  or  quite  inexistent. 

265.  Snowden,  A.  A.  The  industrial  improvement  schools  of  Wuerttemberg.  . 
(Teachers  coll,  record,  Nov.,  8:351— 423.)  # 

Report  presented  is  the  outcome  of  some  weeks  spent  in  Wuerttemberg  during 
an  investigation  of  vocational  training  in  Europe. 


258.  National  association  of  manufacturers — Committee  on  industrial  educa- 


1. Proceedings  of  the  organization  meetings. 

2.  Bibliography  on  industrial  education. 

3.  Symposium  on  industrial  education. 

4.  Industrial  training  for  women,  by  Florence  M.  Marshall. 


THE  CURRICULUM. 


41 


“ It  sets  forth  briefly  the  economic  conditions  which  hold  in  the  kingdom  of 
Wuerttemberg,  the  natural  resources  of  the  country,  and  the  system  of  trans- 
portation. It  then  traces  the  development  in  this  environment  of  the  system  of 
industrial  schools  and  the  service  which  they  render  in  the  upbuilding  and 
maintenance  of  the  state.” 

It  also  includes  a brief  description  of  other  industrial  and  commercial 
schools  of  the  kingdom,  and  an  outline  of  the  activities  of  the  Wuerttemberg 
central  bureau  for  industry  and  commerce. 

266.  Social  education  quarterly.  June,  1907.  97  p.  O. 

Contains  the  following  papers : The  place  of  industrial  education  in  the 
common  school  system,  by  F.  P.  Fish.  Industrial  education  in  a prairie  State, 
by  E.  B.  Andrews.  American  industrial  training  as  compared  with  European, 
by  F.  A.  Vanderlip.  The  problem  of  industrial  education,  by  C.  R.  Richards. 
The  needs  from  the  manufacturers’  standpoint,  by  M.  W.  Alexander.  The 
importance  of  industrial  education  to  the  workingman,  by  John  Golden.  Bear- 
ings of  industrial  education  upon  social  conditions,  by  R.  A.  Woods. 

267.  Stratton,  G:  F.  Rising  industrial  problems:  the  new  apprenticeship. 

(Eng.  Mag.  Dec.,  34:401-13.) 

Indicates  that  the  attitude  of  trade  unions  is  hostile  to  attempts  to  recruit 
industrial  workers  through  trade  schools,  but  that  they  prefer  and  encourage 
shop  training. 

268.  Vanderlip,  F.  A.  Trade  schools  and  labor  unions.  (In  his  Business  and 

education.  Duffield,  $1.50.  p.  56-81.) 

Great  emphasis  is  laid  upon  the  need  for  continuation  trade  schools  to 
train,  not  the  captains  of  industry,  but  the  rank  and  file  of  the  American  indus- 
trial army.  The  German  schools  of  this  sort  are  cited  as  good  examples. 
The  slight  comments  on  the  attitude  of  labor  and  labor  unions  to  such  train- 
ing are  unimportant  and  argue  that  better-trained  workmen  will  change  the 
labor  view  point. 

375.61.  MEDICAL  EDUCATION. 

See  also  section  371.7  for  material  on  school  hygiene  and  medical  inspection 
of  schools.  A list  of  American  medical  schools  is  in  Journal  of  the  American 
Medical  Association,  August,  1907,  49 : 576-96. 

269.  American  academy  of  medicine.  Report  of  the  committee  on  the  value 

of  the  first  degree  in  our  American  colleges.  (Amer.  acad.  of  med.  Bul- 
letin, Aug.,  8:  193-248.) 

Final  report  presented  to  32d  annual  meeting  of  the  American  Academy 
of  Medicine,  at  Atlantic  City,  June  1,  1907.  A full  discussion  of  the  academic 
problems  of  medical  education.  While  no  conclusions  were  definitely  stated, 
the  tenor  of  the  report  indicated  opposition  to  a full  college  course  before  the 
medical  school,  but  favored  a combined  college  and  medical  course,  with  sub- 
jects closely  related  to  medicine  begun  early  in  the  college  work.  A conference 
* was  recommended  to  discuss  the  subject  further,  which  met . in  Pittsburg, 
January  1-2,  1908,  and  its  discussions  appear  in  the  Bulletin  for  February,  1908. 

270.  Armstrong,  H.  E.  The  reform  of  the  medical  curriculum : a problem  in 

technical  education.  (Science  progress  in  the  20th  century,  1 : 544-56.) 

Rejoinder  by  J.  Wade,  pp.  635-649. 

271.  Conference  on  the  teaching  of  hygiene  and  temperance  in  the  univer- 

sities and  schools  of  the  British  Empire.  129  p.  D.  John  Bale,  Sons 

& Danielsson.  2s. 

Held  in  London,  April  23,  1907.  The  papers  discuss  the  teaching  of  these 
subjects  in  Canada,  Australia,  New  Zealand,  France,  Scandinavia,  and  England. 

272.  Long,  J.  H.  Preliminary  medical  education.  (Science,  11  Oct.,  n.  s. 

26 : 457-64.) 

Based  on  a report  to  the  council  on  medical  education  of  the  American  Med- 
ical Association,  April  29,  1907,  which  is  in  the  Journal  of  the  American  Med- 
ical Association  for  May,  1907. 


42 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907. 


273. 


274. 


276. 


278. 


279. 


280. 


^281. 


283. 


Medical  education  in  Scotland.  (Scottish  med.  and  surg.  jour.  Oct., 
21:325-66.) 

Gives  curriculum  and  regulations  at  Edinburgh,  Glasgow,  and  Aberdeen 
universities. 

Nutting,  M.  A.  The  education  and  professional  position  of  nurses. 
U.  S. — Education,  Corum'r  of.  Report  for  1906.  1:155-205.) 

A monograph  prepared  in  1904.  Considers  the  subject  in  the  United  States 
only. 

and  Dock,  L.  L.  History  of  nursing.  2 v.  O.  Putnam,  $5. 

Chapters  4,  8,  and  9,  in  volume  2,  narrate  the  founding  of  the  first  training 
schools  for  nurses  in  England  and  America. 

Semon,  Felix.  English  and  German  education:  a parallel.  (British  med. 
jour.  Nov.,  118:1197-1206.) 

Address  delivered  at  opening  meeting  of  medical  society  of  Manchester,  October 
16,  1907.  A detailed  comparison  of  the  methods  of  medical  education  in  Great 
Britain  and  Germany.  Advocates  modification  of  the  present  English  prelimi- 
nary education. 

Tucker,  W.  G.  Educational  democracy.  23  p.  O.  Albany,  no  price. 

Reprinted  from  Albany  Medical  Annals,  November,  1907,  and  in  Science  for 
November  8,  1907.  Address  delivered  at  the  opening  of  seventy-seventh  session 
of  the  Albany  Medical  College,  September  24,  1907.  Criticises  the  tendency 
toward  absolute  control  of  the  practice  of  medicine  by  State  licensing  boards,  and 
indicates  some  of  the  present  tendencies  in  medical  education  which  call  for 
restraint. 

Williams,  W : R.  The  teaching  of  medicine.  (Educ.  rev.  Dec.,  34  : 466-77.) 

Traces  the  growth  of  instruction,  beginning  with  the  methods  in  ancient 
Greece.  Deals  with  American  conditions,  showing  the  present  tendency  to 
increase  opportunities  for  gaining  practical  knowledge. 

375.63.  AGRICULTUAL  EDUCATION. 

See  also  papers  printed  in  the  N.  E.  A.  Proc.  pp.  1063-1084,  under  the  con- 
ference of  national  committee  on  agricultural  education. 

Association  of  American  agricultural  colleges  and  experiment  stations. 
Proceedings  of  the  twentieth  annual  convention  held  at  Baton  Rouge, 
La.,  Nov.  14-16,  1906,  and  twenty-first  annual  convention  held  at  Lansing, 
Mich.,  May  28-30,  1907.  O.  (U.  S. — Experiment  stations,  Office  of,  Bul- 
letins 184,  196.) 

Channing,  F.  A.  What  agricultural  education  means  to-day.  (Fortn. 
rev.  May,  87  : 785-97. ) 

Deals  with  conditions  in  England.  Shows  that  the  most  urgent  need  is  rural 
secondary  schools. 

Crosby,  I).  J.  Exercises  in  elementary  agriculture — Plant  production. 
64  p.  O.  Government  printing  office.  (Office  of  experiment  stations. 
Bulletin  186.) 

A laboratory  guide  for  teachers,  showing  what  may  be  done  with  simple  exer- 
cises and  inexpensive  apparatus. 

Davis,  C:  W.  Rural  school  agriculture.  300  p.  D.  Orange  Judd  co.,  $1. 

Ties,  George.  Dr.  Robertson’s  work  for  the  training  of  Canadian  farmers. 
(Rev.  of  Rev.  Nov.,  36:576-84.) 


THE  CURRICULUM. 


43 


284. 


\/285. 


286. 


2S7. 


290. 


291. 


292. 

/ 

V 293. 


294. 


Jewell,  J.  R.  Agricultural  education,  including  nature  study  and  school 
gardens.  140  p.  O.  Government  printing  office.  (U.  S. — Education  Bu- 
reau. Bulletin  2,  1907.) 

“ Presents  an  unusually  comprehensive  survey  of  the  provisions  for  agricul- 
tural education  and  for  instruction  in  closely  related  lines  in  various  parts  of 
the  world,  but  with  especial  reference  to  the  United  States.” 

Latter,  L.  R.  School  gardening  for  little  children.  167  p.  D.  Sonnen- 
schein,  2s.  6d. 

Aims  to  show  the  place  of  nature  teaching  in  kindergartens  and  schools  and 
the  method  by  which  the  subject  should  be  approached  with  young  children. 
Originally  printed  in  The  Practical  Teacher. 

Medd,  J.  C.  Agricultural  education  in  the  United  Kingdom.  (Nine- 
teenth cent.  Jan.,  61:108-18.) 

Shows  the  need  of  national  supervision  of  agricultural  education  and  offers 
suggestions  for  improving  the  present  teaching  of  the  subject. 

The  Village  school.  (Nineteenth  cent.  Nov.,  62:758-69.) 

Elementary  agricultural  education  and  school  gardens  in  England. 

N.  Y.  (state) — Education  department.  Syllabus  for  secondary  schools; 
Agriculture.  37  p.  O.  Albany,  no  price. 

Outline  of  a 3-period  course  for  one  year,  preferably  in  the  second  year  of  high 
school.  Reference  books  are  suggested  and  many  laboratory  exercises  described. 

Roosevelt,  Theodore.  The  man  who  works  with  his  hands;  address  at 
the  semi-centennial  of  the  founding  of  agricultural  colleges  in  the  United 
States  at  Lansing,  Mich.,  May  31,  1907.  14  p.  O.  (U.  S.  Dept,  of  Agri- 
culture. Circular  24.) 

Somerville,  William.  (The)  place  of  rural  economy  in  a university  cur- 
riculum ; an  inaugural  lecture  delivered  at  the  schools  on  February  1, 1907. 
2S  p.  O.  Clarendon  Press,  35c. 

Mr.  Somerville  is  the  present  Sibthorpian  professor  of  rural  economy  at  Ox- 
ford. A review  of  the  creation  and  development  of  higher  agricultural  educa-* 
tion  in  England,  and  a sketch  of  possible  further  developments  in  it  as  a subject 
of  instruction  and  research  at  Oxford. 

The  teaching  of  agriculture  in  the  schools  of  France  and  Belgium. 
(U.  S. — Education,  Comm’r  of.  Report  for  1905.  1:87-96.) 

Gives  outlines  of  courses  in  schools  of  all  grades  and  compares  the  work  in 
France  and  England. 

Tormay,  Bela  de.  Agricultural  instruction  in  the  kingdom  of  Hungary. 
(N.  E.  A.  50th  anniv.  vol.  p.  445—451.) 

Watkins,  W.  E.,  and  Lowman,  A.  School  gardening.  103  p.  D.  Philip, 
2s.  6d. 

375.64.  DOMESTIC  SCIENCE. 

Creighton,  Louise.  Some  modern  ideas  about  women’s  education. 
(Nineteenth  cent.  Oct.,  62:578-86.) 

Discusses  the  proper  scope  for  the  teaching  of  domestic  economy  in  the  schools 
of  England.  Believes  “ there  is  ground  for  fear  that  the  higher  side  of  women’s 
education  will  not  be  sufficiently  taken  into  account  by  the  education  authori- 
ties and  that  utilitarian  considerations  will  be  allowed  too  much  scope.”  Also 
in  Littell’s  Living  Age,  255  : 408-16. 

Mainly  a protest  against  what  the  author  would  call  the  new  craze  or  teach- 
ing domestic  science  to  girls.  She  questions  whether  there  is  any  scientific 
basis  for  such  teaching. 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907, 


Great  Britain — Education,  Board  of.  School  training  for  the  home 
duties  of  women.  Part  3.  121  p.  O.  (Special  reports  on  educational  sub- 
jects. v.  19.) 

The  domestic  training  of  girls  in  Germany  and  Austria  in  elementary,  second- 
ary, technical,  and  continuation  schools. 

375.65.  COMMERCIAL  EDUCATION. 

See  also  papers  pointed  in  N.  E.  A.  Proc.,  pp.  877-903,  under  the  department 
of  business  education. 

296.  Heelis,  F.  How  to  teach  business  training.  156  p.  D.  Pitman  and  sons, 

2s.  6d. 

A guide  for  the  commercial  master  in  day  and  evening  schools. 

297.  Jastrow,  Joseph.  Higher  education  for  business  men  in  the  United  States 

and  Germany.  (U.  S. — Education,  Comm’r  of.  Report  for  1905.  1:97- 

110.) 

Translated  from  Berliner  Jahrbuch  fur  Handel  und  Industrie,  1904,  volume  1. 
The  author  was  sent  by  the  Berlin  chamber  of  commerce  to  study  American 
methods  of  preparing  young  men  for  business. 

298.  Social  education  quarterly.  June,  1907.  97  p.  O. 

Contains  the  following  papers  : Domestic  and  international  commerce,  by  W.  P. 
Wilson.  The  social  improvement  of  grammar  school  graduates  in  business  life, 
by  E.  A.  Filene.  The  effect  upon  the  community  consequent  upon  the  thorough 
training  of  young  women  to  enter  business  life,  by  Henry  Lefavour.  The  func- 
tions of  the  university  in  commercial  education,  by  J.  T.  Young. 

375.7.  ART  EDUCATION. 

See  also  papers  printed  in  the  N.  E.  A.  Proc.,  pp.  821-848,  under  the  depart- 
ment of  art  education,  and  the  files  of  The  School  Arts  Book. 

299.  American  institute  of  architects.  Committee  on  education.  Report  at 

Chicago,  Nov.  19,  1907.  9 p.  O. 

. 300.  Cram,  R.  A.  Architectural  education  in  the  United  States.  (In  his 

Gothic  quest.  Baker  and  Taylor,  $1.50.  p.  323-55.) 

Especially  during  the  last  decade. 

301.  Ives,  H.  C.  Art  education  an  important  factor  in  industrial  development. 

(U.  S. — Education,  Comm’r  of.  Report  for  1905.  1:155-83.) 

375.78.  MUSICAL  EDUCATION. 

See  also  papers  printed  in  the  N.  E.  A.  Proc.,  pp.  849-876,  under  the  depart- 
ment of  music  education. 

302.  Johnson,  C.  E.  (The)  training  of  boys’  voices.  60  p.  O.  Oliver  Ditson 

Co.,  75c. 

Author  is  a choirmaster.  One  chapter  is  on  “ Music  in  schools,”  and  follow- 
ing the  one  on  “ Selection  of  music  for  boys’  voices  ” there  arc  lists  of  sacred 
and  secular  music  suited  to  boys’  voices. 

375.82.  ENGLISH  LANGUAGE  AND  LITERATURE  IN  THE  CURRICULUM. 

See  also  Nos.  411,  414. 

303.  Baker,  G : P.  Travelers’  English.  ( Educ.  Apr.,  27  : 448-57. ) 

Criticises  the  careless,  everyday  English  of  the  average  undergraduate.  Pleads 
for  simple,  accurate  English.  Believes  the  prevalent  inaccurate  English  of 
• students  could  be  avoided  if  each  school  required  that  the  English  of  its  pupils 
in  translations  from  French,  German,  Latin,  or  Greek,  and  reports  and  exercises 
of  all  kinds  should  be  regarded  in  assigning  the  mark  for  the  course  in  ques- 
tion. In  an  article  on  pp.  458-466  Doctor  Thorndike  points  out  the  bearing  of 
psychology  on  the  question  of  securing  accuracy  by  formal  methods. 


THE  CURRICULUM. 


45 


304. 


305. 


307. 


309. 


310. 

311. 


312. 


313. 


Course  of  study  in  English.  Tlie  call  for  it,  the  character  of  it  and  the 
construction  of  it.  Report  of  the  New  England  ass'n  of  teachers  of  Eng- 
lish. (School  rev.  Oct.,  15  : 559-75.) 

Concludes  that  a syllabus  in  English  is  needed  ; that  it  should  be  catholic 
enough  to  exercise  a steadying  and  unifying  influence  over  a wide  area. 

Greenwood,  J.  M.  Language  teaching.  (Educ.  rev.  June,  34:26-36.) 

From  report  of  city  superintendent  of  schools,  Kansas  City,  Mo.  Full  of 
practical  suggestions.#  Believes  best  results  are  reached  when  pupils  are  so 
taught  that  instruction  leads  them  to  consecutive  thought  in  expressing  them- 
selves in  writing  and  conversation. 

Hartog,  P.  J.,  and  Langdon,  A.  H.  The  writing  of  English.  176  p.  D. 
Frowde,  2s.  6d. 

Text  of  this  book  is  “ The  English  boy  cannot  write  English  ; ” the  author 
points  out  the  almost  total  lack  of  effective  language  training  in  English 
schools,  and  compares  it  with  mother-tongue  teaching  in  France,  greatly  to  the 
credit  of  the  latter.  This  book  is  a distinct  contribution  to  history  of  style. 

Logan,  J.  D.  Quantitative  punctuation ; a new  practical  method  based  on 
the  evolution  of  the  literary  sentence  in  modern  English  prose.  45  p.  D. 
William  Briggs,  Toronto,  50c. 

MacClintock,  P.  L.  Literature  in  the  elementary  school.  305  p.  D.  Univ. 
of  Chicago  Press,  $1. 

This  book,  the  central  matter  of  which  appeared  in  Elementary  School 
Teacher  in  1902  and  a synopsis  in  1904,  is  the  fruit  of  several  years’  experi- 
ence in  teaching  literature  in  Prof.  John  Dewey's  laboratory  school  at  the 
University  of  Chicago.  The  book  lays  special  stress  on  care  in  choosing  mate- 
rial and  in  viva  voce  presentation. 

Mahy,  M.  C.  Aesthetic  appreciation  of  literature  in  secondary  education. 
( School  rev.  Dec.,  15  : 731-43. ) 

A protest  against  the  statement  that  no  secondary  teacher  can  hope  for  more 
than  intellectual  appreciation  of  the  masterpieces  of  literature  on  the  part  of 
pupils. 

Robertson,  S.  A.  The  teaching  of  English  in  schools  which  study  no  for- 
eign language.  (Jour,  of  educ.  (Lond.)  Apr.,  n.  s.  28:286-90.) 

Spaulding,  F.  E.,  and  Bryce,  C.  T.  Learning  to  read;  a manual  for 
teachers.  219  p.  D.  Newson  & Co.,  60c. 

Chapter  1 explains  the  method,  which  lays  special  stress  on  phonetics ; 
chapter  2 describes  books,  charts,  and  other  materials,  chief  among  which  are 
phonic  and  rhyme  charts  ; chapters  3 and  4 describe  in  detail  the  application 
of  the  method. 

Tanner,  G : W.  Report  of  the  committee  appointed  by  the  English  confer- 
ence to  inquire  into  the  teaching  of  English  in  the  high  schools  of  the 
middle  west.  (School  rev.  Jan.,  15:32^5.) 

Scope  of  inquiry  included  the  attitude  of  the  high  school  teacher  toward 
the  college-entrance  requirements,  and  outside  or  home  reading  of  pupils. 
Tabulates  answers  to  a questionnaire  sent  67  schools  on  the  conference  list. 
Summing  up  the  objections  and  commendations  it  is  shown  that  a broadening 
of  the  college-entrance  requirements  is  what  is  needed  to  meet  the  various 
conditions  in  different  schools  and  the  different  personalities  of  the  teachers. 

Trueblood,  T:  C.  Forensic  training  in  college.  (Educ.  Mar.,  27:381-92.) 

Author  is  professor  of  elocution  and  oratory  in  University  of  Michigan. 
Describes  college  courses  in  elocution,  oratory,  and  debating.  Shows  the 
opportunities  offered  for  public  work  and  the  benefits  derived  by  students. 
Lays  special  stress  upon  the  value  of  intercollegiate  debates,  and  mentions 
several  of  the  leagues  and  systems  in  vogue. 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907, 


46 


375.84.  MODERN  LANGUAGES  IN  THE  CURRICULUM. 

314.  Benson,  A.  C.  The  place  of  modern  languages  in  the  secondary  curricu- 

lum. (Jour,  of  educ.  (Loud.)  Feb.,  n.  s.  28:117-21.) 

President’s  address  at  annual  conference  of  the  Modern  Language  Association 
at  Durham,  January  4,  1907. 

Urges  reform  in  linguistic  training,  and  condemns  the  old  theory  of  the  value 
of  classical  education  as  no  longer  practical.  Claims  that  for  the  average  boy 
a single  modern  language,  preferably  French,  should  be  made  the  basis  of 
linguistic  instruction. 

315.  Brereton,  Cloudesley.  Idola  pulpitorum : the  pitfalls  of  the  practical 

teacher — French.  (Jour,  of  educ.  (Lond.)  Feb.-Mar.,  n.  s.  28:109-11 

and  179-81.) 

Accent,  grammar,  translation,  composition,  choice  of  books,  etc. 

316.  . The  teaching  of  modern  languages  in  England.  (N.  E.  A.  50th 

anniv.  vol.  p.  366-377.) 

French  should  be  the  first  modern  language  studied,  and  it  may  profitably  be 
begun  at  nine  or  earlier. 

317.  Grandgent,  C.  H.  Is  modern  language  teaching  a failure?  (School  rev. 

Sept.,  15:513-34.) 

Address  before  joint  session  of  the  classical  and  modern  language  conferences 
at  Ann  Arbor,  March,  1907.  States  that  the  present  instruction  is  still  vastly 
inferior  to  that  of  the  classics,  and  as  the  modern  tongues  to  a considerable 
extent  have  replaced  Greek  and  Latin  in  the  secondary  school  curriculum  and 
in  the  ordinary  college  training,  no  instruction  in  them  can  be  regarded  as 
satisfactory  which  does  not  produce  results  comparable  to  those  derived  from 
the  study  of  the  old  humanities.  Seeks  to  discover  the  obstacles  that  have  up  to 
this  time  prevented  success. 

318.  Lawton,  W : C.  A Hellenist’s  view  of  Italian.  (Educ.  rev.  June, 

34:  37-46.) 

Italian  is  more  suitable,  more  practical,  and  more  illuminating  than  French 
as  the  first  stage  toward  the  serious  scholastic  mastery  of  romance  languages 
and  literature.  It  should  be  widely  if  not  generally  taught  in  secondary  schools, 
and  be  pushed  vigorously  to  the  front  in  every  college. 

319.  Why  should  the  teacher  of  German  have  a knowledge  of  phonetics? 

Symposium  by  A.  C.  von  Noe,  Edith  Clawson,  Paul  O.  Kern.  (School  rev. 

Jan.,  15:  46-60.) 

375.88.  THE  CLASSICS  IN  THE  CURRICULUM. 

For  further  material  as  to  the  place  and  value  of  Latin  and  Greek  in  the 
school  programme,  consult  the  files  of  The  Classical  Journal. 

320.  Adams,  C.  F.  A college  fetich.  (In  his  Three  phi  beta  kappa  addresses.) 

(Houghton,  $1.  p.  5^8.) 

Although  delivered  and  printed  twenty-five  years  ago,  this  address,  denounc- 
ing the  way  in  which  college  Greek  is  taught  and  questioning  the  use  of  com- 
pulsory teaching  of  it  at  all,  is  still  pertinent  and  worth  notice  here. 

321.  Kelsey,  F.  W.  The  position  of  Latin  and  Greek  in  American  universities. 

( Educ.  rev.  Jan.-Feb.,  33  : 59-76,  162-76. ) 

Continuing  article  in  same  review  for  December,  190G ; these  installments 
discuss  the  value  of  the  classics  as  educational  instruments  and  the  inadequate 
amount  of  time  accorded  them  in  the  curricula  of  our  secondary  and  higher 
schools.  Professor  Kelsey’s  papers  are,  of  course,  special  pleading,  and  are 
in  turn  discussed  by  Irving  King  in  same  review  for  May,  1907,  who  shows 
that  some  of  the  common  arguments  used  in  support  of  classical  studies  are 
open  to  serious  question,  but  believes  they  will  continue  to  have  a very  definite 


EDUCATION  OF  WOMEN. 


47 


and  permanent  place  in  modern  civilization,  and  in  the  final  readjustment  will 
occupy  no  less  dignified  position  than  they  do  to-day,  for  they  will  have 
definitely  allied  themselves  with  modern  life  and  modern  needs. 

322.  Page,  T.  E.  Classical  studies.  (Educ.  rev.  Sept.,  34:144-50.) 

Considers  the  change  in  the  position  of  classical  studies  in  *the  English  pub- 
lic schools  during  the  last  fifty  years.  Shows  that  the  danger  of  sacrificing 
and  difficulty  of  retaining  are  equally  clear,  and  that  means  for  avoiding  both  is 
the  chief  problem  of  the  public  school  of  to-day.  Reprinted  from  the  London 
Times. 

323.  Paulsen,  Friedrich.  Humanistic  vs.  realistic  education.  (Educ.  rev. 

Jan.,  33:36-45.) 

Translation  of  a chapter  in  Lexis : Die  Reform  des  hohern  Schulwesens  in 
Preussen.  Contrasts  the  value  of  classical  and  that  of  scientific  education, 
with  special  reference  to  the  schools  of  Germany. 

324.  Rouse,  W.  H.  D.,  cd.  (The)  year’s  work  in  classical  studies,  1906.  140  p. 

O.  Murray,  2s.  6d. 

The  first  number  of  a new  annual  under  the  auspices  of  the  Classical  Asso- 
ciation, designed  to  inform  teachers  of  classical  subjects  of  important  progress 
throughout  the  world. 

325.  Symposium  on  the  value  of  humanistic,  particularly  classical,  studies 

as  a preparation  for  the  study  of  law,  from  the  point  of  view  of  the 

profession.  (School  rev.  June,  15:409-35.) 

375.9.  HISTORY  IN  THE  CURRICULUM. 

326.  Cauchie,  Alfred.  The  teaching  of  history  at  Louvain.  (Catholic  univ. 

bulletin,  Oct.,  13:515-61.) 

Descriptive  sketch  of  the  practical  and  theoretical,  courses  in  the  historical 
department  of  Louvain  University. 

327.  Larned,  J.  N.  The  peace-teaching  of  history.  (Jour,  of  social  science, 

no.  45:175-88.) 

The  staple  of  history  has  always  been  war.  That  should  be  less  emphasized 
and  different  social  lessons  drawn  from  it. 

375.91.  GEOGRAPHY  IN  THE  CURRICULUM. 

The  Journal  of  Geography,  New  York,  and  the  Geographical  Teacher,  London, 
are  especially  devoted  to  the  interests  of  teachers  of  geography. 

328.  Gibbs,  David.  The  pedagogy  of  geography.  (Ped.  sem.  Mar.,  1,4  : 39-100.) 

Includes  an  historical  review  of  text-books  and  methods  of  teaching  the  sub- 
ject in  elementary  and  higher  schools  in  Europe  and  the  United  States.  Out- 
lines an  elementary  course. 

376.  EDUCATION  OF  WOMEN. 

See  also  Nos.  27,  295. 

329.  Beale,  Dorothea.  Secondary  education  of  girls  in  England  during  the 

/ past  fifty  years.  (N.  E.  A.  50th  anniv.  vol.  p.  377-86.) 

330.  Burstall,  S.  A.  English  high  schools  for  girls:  their  aims,  organization 

and  management.  243  p.  D.  Longmans,  $1.25. 

Author  is  head  mistress  of  the  Manchester  high  school  for  girls.  The  book 
sketches  the  characteristic  aims,  organization,  and  methods  of  the  English  high 
school  for  girls  as  it  exists  to-day. 


48 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907 


331.  Creighton,  Louise.  Some  modern  ideas  about  women’s  education.  (Nine- 

teenth cent.  Oct.,  G2  : 578-8G. ) 

Discusses  the  proper  scope  for  the  teaching,  of  domestic  economy  in  the 
. schools  of  England.  Believes  “ there  is  ground  for  fear  that  the  higher  side 
of  women’s  education  will  not  be  sufficiently  taken  into  account  by  the  educa- 
tion authorities  and  that  utilitarian  considerations  will  be  allowed  too  much 

/ scope.”  Also  in  Littell’s  Living  Age,  255  : ‘408-16. 

332.  Girls’  school  year  book;  public  schools,  1907.  515  p.  D.  Sonnenschein, 

2s.  Gd. 

Second  year.  A concise,  comprehensive  record  of  all  matters  of  interest  to 
parents,  school  mistresses,  and  girls  in  connection  with  English  secondary  edu- 
cation. 

333.  Howe,  E.  M.  The  southern  girl:  a neglected  asset.  (Educ.  rev.  Mar., 

33:288-97.) 

States  that  the  supreme  need  of  the  South  is  the  better  education  of  the 
southern  girl,  and  suggests  its  accomplishment  by:  (1)  Good  secondary  schools, 
adequately  endowed;  (2)  establishment  of  scholarships  in  northern  colleges  for 
southern  girls;  (3)  generous  increase  in  the  endowment  of  their  best  home 
colleges. 

334.  Marshall,  F.  M.  Industrial  training  for  women.  59  p.  O.  (Nat.  soc.  for 

the  promotion  of  industrial  education.  Bulletin  4.) 

Discusses  tEe^hahge'd'prysttiOii  "ST“^omen  in  industry,  their  opportunities  for 
effective  work,  and  some  practical  schemes  for  their  training  in  particular 
trades.  See  also  Nos.  256,  260,  295,  above. 

335.  Paine,  H.  E.  The  life  of  Eliza  Baylies  Wheaton  : a chapter  in  the  history 

of  the  higher  education  of  women,  prepared  for  the  aluinme  of  Wheaton 

Seminary.  286  p.  O.  $1.25. 

336.  Paulsen,  Friedrich.  The  modern  system  of  higher  education  for  women 

in  Prussia.  (N.  E.  A.  50th  anniv.  vol.  p.  395-408.) 

337.  See,  Camille.  The  secondary  education  of  girls  in  France.  (N.  E.  A. 

50th  anniv.  vol.  p.  386-95.) 

338.  Shields,  Tf  E.  The  education  of  our  girls.  299  p.  D.  Benziger,  $1. 

The  pronoun  in  the  title  means  Roman  Catholic.  Under  a slender  thread  of 
story  and  dialogue  the  author  brings  forward  typical  views  on  both  sides  of  the 
question  of  coeducation.  The  conclusion  reached  is  plainly  in  favor  of  the 
higher  education  of  women,  but  not  under  coeducational  conditions. 


376.7.  COEDUCATION. 

339.  Sachs,  Julius.  Co-education  in  the  United  States.  (Educ.  rev.  Mar., 

33 : 298-305.) 

Claims  that  its  disadvantages  outweigh  its  advantages.  While  thoroughly  in 
place  in  elementary  schools,  it  is  of  doubtful  value  in  secondary' schools  and  col- 
leges. Predicts  a change  in  the  general  attitude  toward  the  question.  Trans- 
lated by  the  author  from  the  German  in  Die  Wissenschaften,  June,  1906. 

340.  Van  Hise,  C:  R.  Educational  tendencies  in  state  universities.  (Educ. 

rev.  34:504-20.) 

This  paper  is  devoted  especially  to  the  problem  of  coeducation,  showing  that 
the  natural  segregation  of  the  sexes  is  an  educational  tendency  which  must  bo 
provided  for,  otherwise  coeducation  will  be  weakened. 


377*  RELIGIOUS  AND  MORAL  EDUCATION. 


341.  Archibald,  E.  J.  (The)  primary  department.  91  p.  D.  Sunday  school 
times,  50c. 


RELIGIOUS  AND  MORAL  EDUCATION. 


49 


340 


343. 

344. 


346. 


347. 


. 348. 


349. 


Cabot,  E.  L.  An  experiment  in  the  teaching  of  ethics.  (Educ.  rev.  Dec., 
34  : 433-47.) 

Author  is  a teacher  of  twelve  years’  experience  in  a girls’  school,  who  believes 
the  study  of  ethics  can  be  made  as  outgoing,  enlarging,  and  free  from  false 
self-reference  as  the  study  of  history  or  literature. 

Coe,  G.  A.  The  reason  and  the  functions  of  general  religious  education. 
(Congress  of  arts  and  sciences.  Houghton,  v.  8,  p.  271-81.) 

Cope,  H.  F.  The  modern  Sunday  school  in  principle  and  practice.  206  p. 
D.  Revel  1,  $1. 

Historical  and  administrative  rather  than  pedagogical.  Twenty  short 
chapters  on  different  phases  of  Sunday-school  work.  Brief,  but  full  of  sug- 
gestions. The  author  is  general  secretary  of  the  Religious  Education  Asso- 
ciation. 

Du  Bois,  Patterson.  The  culture  of  justice;  a mode  of  moral  education 
and  of  social  reform.  282  p.  S.  Dodd,  Mead,  75c. 

An  argument  that  neither  love  nor  justice  alone,  but  love  and  justice  are 
the  fundamental  moral  and  social  principles.  The  book  elaborates  this  theory 
in  its  first  half ; in  the  concluding  chapters  it  treats  of  specific  applications  to 
the  training  of  children,  and  considers  obedience,  punishment,  and  money  as 
means  of  moral  training.  Parents  and  teachers  will  find  here  a restatement 
of  some  old  ideals. 

Ellis,  Havelock.  Religion  and  the  child.  (Nineteenth  cent.  May, 
61:  764-75.) 

Characteristics  of  the  child  mind  have  not  been  taken  into  account  in  deal- 
ing with  the  religious  instruction  problem.  “ In  the  wrangle  over  teaching  of 
religion  in  schools  we  have  failed  to  realize  that  fundamental  notions  of 
morality  are  a far  more  essential  part  of  school  training.”  . 

Hart,  M.  A.  The  normal  training  of  the  child.  55  p.  S.  Christian  pub. 
co.,  25c. 

Earnest  paragraphs  on  preparation  for,  method  and  content  of,  religious 
instruction. 

Hervey,  W.  L.  How  may  the  teaching  of  religion  be  made  potent  for 
morality.  (Congress  of  arts  and  sciences.  Houghton,  v.  8,  p.  282-93.) 

Lodge,  Oliver.  Religious  education  of  children.  (No.  Amer.  rev.  Aug., 
185 : 699-710.) 

Discusses  proper  scope  of,  and  materials  for,  imparting  religious  instruction 
to  the  young.  Also  in  Contemp.  Review,  Aug.,  92  : 153-64. 

Moral  training  in  the  public  schools;  the  California  prize  essays.  203  p. 
D.  Ginn,  $1.50. 

Essays  by  C.  E.  Rugh,  T.  P.  Stevenson,  E.  D.  Starbuck,  Frank  Cramer, 
G.  E.  Myers.  The  traditional  American  policy  of  a secular  school  system  and 
present  American  conditions  are  assumed  by  each  writer  as  a basis.  Mr. 
Stevenson's  essay  describes  several  of  the  strongest  plans  which  have  been 
urged  for  grafting  formal  religious  or  moral  instruction  on  our  public  school 
system. 

Religious  education  association.  The  materials  of  religious  education; 
being  the  principal  papers  presented  at,  and  the  proceedings  of  the 
fourth  general  convention,  Rochester,  N.  Y.,  Feb.  5-7,  1907.  379  p.  O. 
Rel.  educ.  assoc.,  153  La  Salle  st.,  Chicago,  $2. 

Over  40  brief  papers,  most  of  them  by  writers  whose  names  challenge  attention. 
The  most  important  are  on  the  large  social  phases  of  moral  and  religious  ideals 
and  the  efforts  to  attain  them  through  formal  education. 


50 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907. 


352.  Rogers,  C.  F.  The  education  question  : foreign  parallels.  (Church  quar. 

rev.  Oct.,  65:1-17.) 

How  the  religious  question  is  handled  in  other  European  countries. 

353.  Sisson,  E.  O.  The  spirit  and  value  of  Prussian  religious  instruction. 

(Amer.  jour,  of  theol.  Apr.,  11:250-68.) 

Religious  instruction  is  regarded  in  Prussia  as  an  indispensable  element  in 
any  complete  school  course,  but  in  its  present  form  it  stands  in  need  of  radical 
and  extensive  reform. 


354.  Stebbins,  F.  V.  (The)  home  department  of  to-day.  128  p.  D.  Sunday 
school  times,  25c. 

Full  of  practical  suggestions  for  the  conduct  of  this  rather  new  phase  of 
y Sunday-school  work. 

v/  355.  Wenner,  G.  U..  Religious  education  and  the  public  school ; an  American 
problem.  163  p.  D.  Bonnell,  Silver,  75c. 

Urging  the  public  school  authorities  of  the  country  to  unite  in  giving  up 
Wednesday  afternoon  to  permit  children  to  attend  formal  religious  instruction 
in  their  own  churches.  This  plan  is  discussed  by  S.  P.  Delany  in  Education 
for  May,  1907,  28  : 97-112. 


356.  Wilde,  Norman.  The  psychology  of  religion  and  education.  (Edue.  rev. 
Sept.,  34:180-95.) 

The  problem  of  religious  education  is  not  how  to  add  religion  to  a nature 
devoid  of  it,  but  how  to  develop  religion  in  a life  already  disposed  to  it. 
Formal  instruction  in  religion  in  advance  of  the  child’s  need  and  interests  is 
useless. 

y 378.  HIGHER  EDUCATION:  COLLEGES  AND  UNIVERSITIES. 

V 357.  Eliot,  C.  W.  Academic  freedom.  An  address  delivered  before  the  Phi 
beta  kappa  society  at  Cornell  university,  May  29,  1907.  24  p.  O.  An- 

drus & Church,  Ithaca,  N.  Y. 

Also  in  Science,  5 July,  1907,  n.  s.  26:1-12,  and  in  Journal  of  Pedagogy, 
/ Sept.-Dee.  1907,  20  : 9-28. 

/ 358.  Jordan,  D.  S.  College  and  the  man.  78  p.  D.  Amer.  Unitarian  Ass’n,  80c. 

Paragraphs  addressed  to  high  school  students  or  those  in  college,  presenting 
the  advantages  of  a college  education. 


359.  Person,  H.  S.  The  college  graduate  in  trade  and  industry.  (Educ. 
June,  27:589-600.) 


Shows  that  the  changes  in  the  business  world  have  created  a demand  for  new 
qualifications  in  young  men  entering  it.  While  acknowledging  that  the  success 
of  a college  man  relative  to  a noncollege  man  will  depend  upon  the  nature  of 
the  business  undertaken,  the  conclusion  is  that  of  young  men  endowed  with  a 
natural  capacity  for  business,  the  college  trained  advance  more  rapidly  to 
positions  of  responsibility  than  those  who  enter  business  from  the  high  school. 
Cites  as  proof,  the  development  of  schools  for  higher  commercial  education. 


/ 


360. 


Sadler,  S.  H.  The  higher  education  of  the  young;  its  social,  domestic  and 
religious  aspects.  Ed.  2.  276  p.  D.  Dutton,  3s.  6d. 


v 361. 


Vanderlip,  F.  A.  Co-ordination  of  higher  education, 
and  education.  Duffleld,  $1.50.  p.  1-19.) 


(In  his  Business 


Founder’s  day  address,  Girard  College,  May  20,  1905.  Argues  that  the  men 
who  make  great  educational  gifts  might  with  much  profit  be  more  consulted 
as  to  using  the  money,  because  the  qualifies  which  enable  a man  to  get  a 
million  dollars  and  which  move  him  to  give  it  make  him  a good  adviser. 


HIGHER  EDUCATION. 


51 


362. 


363. 


364. 


365. 


»^366. 


367. 


368. 


369. 


370. 


371. 


372. 


/ 

V/373. 


Canada. 

Lord,  W.  F.  Degree-granting  institutions  in  Canada.  (Nineteenth  cent. 
Aug.,  62:262-71.) 

Laval,  McGill,  Queenas,  University  of  Toronto. 


France. 


Calvet,  J.  Catholic  university  education  in  France.  (Catholic  univ. 
bulletin,  Apr.,  13:191-210.) 

Describes  the  distinctive  features  of  the  free  Catholic  universities  at  Paris, 
Lille,  Angers,  Lyon,  and  Toulouse,  with  a resume  of  the  results  accomplished 
during  the  thirty  years  of  their  existence. 

Du  Pouey,  Robert.  Americans  in  French  universities.  (University  of 
California  chronicle,  Oct.,  9:335-53.) 

Gives  the  American  contemplating  study  at  French  universities  the  practical 
information  which  will  save  him  time  and  money. 

Wendell,  Barrett.  Impressions  of  contemporary  France.  Universities. 
(Scrib.  mag.  Mar.,  41:314-26.) 

Great  Britain. 

Headlam,  A.  C.  Universities  and  the  empire.  A paper  read  at  the  Im- 
perial conference  on  education,  May,  1907.  24  p.  D.  Spottiswoode,  6d. 

The  part  they  may  play  and  how  it  may  be  done. 

Irish  university  question.  (Quarterly  rev.  Apr.,  206:536-46.) 

Comments  on  the  Report  of  the  Royal  Commission  on  Trinity  College,  Dub- 
lin, and  the  University  of  Dublin,  1906. 

Jackson,  W:  W.  Some  problems  of  university  reform.  (Fortn.  rev.  Oct., 
88  : 562-74.) 

A partial  review  of  some  recent  expressions  of  opinion  which  appeared  as  a 
series  of  letters  in  the  London  Times  under  the  title  “ Oxford  and  the  nation,” 
and  comments  upon  the  speech  of  the  Bishop  of  Birmingham,  addressed  to  the 
House  of  Lords,  in  favor  of  the  appointment  of  a commission  to  deal  with  the 
universities.  A.  E.  Zimmern  replies  on  several  points  in  same  review  for 
November,  1907,  88  : 744-53. 

Aberdeen.  Aberdeen  university.  Record  of  the  celebration  of  the 
quarter-centenary,  Sept.  25-28,  1906.  656  p.  Q.  The  Univ.  of  Aberdeen 

press.  (Aberdeen  univ.  studies,  no.  29.) 

Cambridge.  Fay,  C.  R.  King’s  College,  Cambridge.  128  p.  D.  Dutton, 
75c.  (College,  monographs,  3.) 

Much  more  space  is  given  to  the  architecture  and  grounds  than  in  other 
volumes  of  this  series. 

Scott,  R.  F.  St.  John’s  College,  Cambridge.  Ill  p.  D.  Dutton,  75c. 

(College  monographs,  2.)  * 

Two  chapters  of  “ guide-book  ” matter  are  followed  by  a brief  history  of  the 
college,  with  a final  chapter  on  its  social  life. 

Durham.  The  future  of  the  university  of  Durham.  (Church  quar. 
rev.  July,  64:257-76.) 

London.  Record  of  the  visit  of  the  University  of  Paris  to  the  Uni- 
versity of  London,  Whitsuntide,  1906.  Murray,  5s. 


52 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907. 


374.  Oxford.  Lawson,  W.  R.  Oxford  finance.  ( Con  temp.  rev.  Nov.,  92  : 622-36.) 

An  argument  against  the  proposed  increased  endowment  for  Oxford  Uni- 
versity. Charges  laxity  in  the  present  financial  management  and  includes  tables 
which  show  that  an  education  at  Oxford  is  more  expensive  than  at  German  or 
Scottish  universities. 


J:  A.  Oxford  and  the  nation.  (Nineteenth  cent.  Oct., 


Marriott, 

62:  674-88.) 

Indicates  some  of  the  leading  reforms  which  have  been  the  outgrowth  of  the 
commission  of  1850,  and  discusses  specific  suggestions  for  further  reform  which 
would  render  Oxford  more  serviceable. 


v/37* 


376.  Oxford  and  the  nation,  by  some  Oxford  tutors.  London  Times,  Is. 

A reprint  of  some  notable  “ Times  ” letters  as  to  the  present  and  future  of 
Oxford  University. 

377.  Prickard,  A.  O.  New  College,  Oxford.  99  p.  D.  Dutton,  75c. 

(College  monographs,  5.) 

Scholz,  R.  F.,  and  Hornbeck,  S.  K.  Oxford  and  the  Rhodes 

scholarships.  172  p.  D.  Oxford  univ.  press,  85c. 

Contains  the  Rhodes  will,  methods  through  which  it  has  been  carried  out, 
such  information  about  Oxford  as  a Rhodes  scholar  is  presumed  to  want,  list  of 
Rhodes  scholars,  copies  of  examination  papers,  and  much  other  similar  matter. 
More  particular  information,  of  interest  especially  to  candidates  from  the  United 
States,  is  found  in  the  Report  of  the  U.  S.  Commissioner  of  Education  for  1905, 
volume  1,  p.  41-55. 

379. Warren,  T.  H.  Magdalen  College,  Oxford.  135  p.  D.  Dutton,  75c. 

(College  monographs,  4.) 

A brief  popularization  of  the  work  of  Bloxam,  Macray,  and  H.  A.  Wilson. 
Unlike  the  other  volumes  in  this  series,  this  one  is  wholly  historical  and  not  of 
the  “ handbook  ” character. 


U. 


380. White,  H.  J.  Merton  College,  Oxford.  104  p.  D.  Dutton,  75c. 

(College  monographs,  6.) 

A short  popular  handbook  of  the  college,  with  a brief  prefatory,  historical 
chapter.  14  illustrations. 


United  States. 


Full  statistical  data  for  American  colleges  and  universities  are  in  the  Report 
of  the  U.  S.  Commissioner  of  Education  for  1906,  1 : 445-592. 

381.  Adams,  C.  F.  Three  phi  beta  kappa  addresses:  A college  fetich,  1883; 

“ Shall  Cromwell  have  a statue?  ” 1902;  Some  modern  college  tendencies, 
1906.  200  p.  O.  Houghton,  $1. 

This  collection  of  pieces  contains,  besides  the  three  addresses  noted  on  the 
title-page,  “ The  journeyman’s  retrospect,”  “ The  Harvard  tuition  fee,”  and 
“ The  fiftieth  year  1856-1906.” 

382.  Adams,  G:  B.  The  college  in  the  University.  (Educ.  rev.  Feb.,  33  : 121-44.) 

Historical  sketch  of  the  development  of  the  curriculum  for  higher  education 
in  America. 


383.  Bascom,  John.  American  higher  education.  (Educ.  rev.  Sept.,  34  : 130-43.) 

Contrasts  college  curriculum  and  life  of  the  present  with  conditions  sixty 
years  ago.  States  that  higher  education  has  caught  an  artificial  haste  from 
the  commercial  world  and  its  gains  have  been  sporadic.  More  blame  than  praise 
is  given  to  the  elective  system,  fraternity  life,  and  athletics. 


HIGHER  EDUCATION. 


53 


384.  Birdseye,  C.  F.  Individual  training  in  our  colleges.  434  p.  O.  Mac- 

millan, $1.75. 

A portrayal  of  present  American  college  conditions,  which  indicates  the 
almost  complete  disappearance  of  rugged  individual  training,  development  of 
character,  and  wholesome,  effective  intellectual  cultivation.  The  book  shows 
how  these  conditions  have  arisen  from  or  have  accompanied  the  brick,  mortar, 
and  endowment  stage  of  our  university  growth,  with  its  enormous  numerical 
increase  of  students.  The  author  makes  some  very  definite  suggestions  for 
betterment,  chief  of  which  is  the  enthusiastic  development  of  the  possibilities 
before  the  Greek  letter  fraternities,  through  their  alumni,  in  supplying  the  indi- 
vidual training  available  through  no  other  college  institution. 

385.  Canfield,  J.  H.  On  “The  decay  of  academic  courage.”  (Educ.  rev.  Jan., 

33: 1-10.) 

A protest  against  the  too  prevalent  criticism  of  the  leaders  of  educational 
supervision  and  administration,  illustrated  by  discussion  of  present  powers 
and  duties  of  the  American  college  president. 

386.  Carpenter,  W : H.  A plea  for  a rational  terminology.  (Educ.  rev.  Oct., 

34:  259-71.) 

Recommends  a stricter  distinction  between  the  names  “ college  ” and  “ uni- 
versity.” 

387.  Draper,  A.  S.  American  type  of  university.  (Science,  July  12,  n.  s. 

26:33-43.) 

Address  delivered  at  the  commencement  of  Syracuse  University,  June,  1907. 
Discusses  the  distinguishing  features  of  the  new  type  of  American  university 
which  has  developed  during  the  last  fifty  years. 

388.  Foster,  W:  T.  The  gentleman’s  grade.  (Educ.  rev.  Apr.,  33:386-92.) 

Deals  with  the  standard  of  daily  college  work.  Believes  that  the  fairest  and 
most  potent  way  in  which  to  stimulate  students  is  to  count  quality  as.  well  as 
quantity  toward  the  A.  B.  degree. 

389.  Lowell,  A.  L.  American  universities.  (Science,  28  June,  n.  s.  25  : 985-96.) 

Annual  Harvard  address  at  Yale,  April,  1907.  Discusses  the  distribution  of 
students  and  gives  statistics  to  show  that  endowed  universities  are  doing  a 
more  fully  national  work  than  those  supported  by  the  State.  Suggests  plans 
for  effective  grouping  of  students. 

390.  The  responsibility  of  the  college  for  the  moral  conduct  of  the  student. 

(In  Association  of  colleges  and  preparatory  schools  of  tb^  middle  states 

and  Maryland.  Proc.  of  twentieth  annual  convention,  1906.  p.  93-125.) 

Papers  by  J.  H.  Harris,  J.  M.  Taylor,  J.  H.  Denbigh. 

391.  Salmon,  L.  M.  The  encroachments  of  the  secondary  schools  on  the  college 

curriculum.  (In  Association  of  colleges  and  preparatory  schools  of  the 
^ middle  states  and  Maryland.  Proc.  of  twentieth  annual  convention,  1906. 

■ p.  56-63.) 

^ 392.  Snow,  L.  F.  The  college  curriculum  in  the  United  States.  186  p.  O. 

Columbia  Univ.  $1.50.  (Teachers  coll.  cont.  to  educ.  no.  10.) 

An  historical  study  of  the  growth  and  development  of  the  college  curriculum 
from  1638  to  the  present  time,  based  principally  on  what  are  termed  the  five 
formal  documents,  namely  : President  Dunster’s  Laws,  1642 ; Provost  Smith’s 
Programme,  1756  ; Report  of  the  Yale  faculty,  1828 ; Report  of  Committee  of 
Ten,  1892 ; Incorporation  of  Carnegie  Institution,  1902. 

* 

393.  Tombo,  Rudolf.  Geographical  distribution  of  the  student  body  at  a num- 
ber of  universities  and  colleges.  (Science,  26  July,  n.  s.  26:  97-104.) 

Seventeen  institutions  are  now  represented  in  these  interesting  annual  tables. 


54 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907. 


394. 


395. 


l/396. 

397. 

398. 


401. 


402. 


403. 


405. 


Tombo,  Rudolf.  University  registration  statistics.  (Science,  29  Nov.,  n.  s. 
26:  729-44.) 

Wenley,  R.  M.  Transition  or  what?  (Ed lie.  rev.  May,  33:433-51.)  Can 
we  stem  tlie  tide?  (Educ.  rev.  Oct.,  34:  241-58.) 

The  first  paper  makes  observations  on  the  text,  “ Whither  are  our  dropsical 
and  anemic  universities  tending?”  The  second  maintains  that  unwise  pressure 
of  public  opinion  from  without,  on  our  universities,  is  more  to  be  feared  than  the 
fancied  internal  jarring  of  the  machinery  which  so  often  is  made  the  subject  of 
“ reforms.” 

West,  A.  F.  American  liberal  education.  135  p.  D.  Scribner,  75c. 

Six  papers  and  addresses  on  topics  pertaining  to  our  higher  education.  All 
have  appeared  in  print  between  1900  and  1906  and  have  been  noted  in  previous 
annual  issues  of  this  bibliography  in  the  Educational  Review. 

Cincinnati  university.  Prentis,  H.  W.  Jr.  Cincinnati  university.  (Ohio 
magazine,  Jan.,  2:43-53.) 

A popular  account,  with  numerous  pictures  of  buildings. 

College  of  the  city  of  N.  Y.  Mosenthal,  P.  J.,  and  Horne,  C.  F.,  editors. 
The  City  college;  memories  of  sixty  years  edited  for  the  associate  alumni 
of  the  College  of  the  City  of  New  York.  565  p.  Q.  Putnam,  $5. 

A sumptuous  memorial  volume,  made  up  of  brief  chapters  on  various  phases 
of  college  history  and  life  by  former  students,  many  of  them  now  men  of 
distinction. 

Denison  university.  Memorial  volume  of  Denison  university,  1831- 
1906.  Part  i.  The  development  of  the  college.  Part  n.  Seventh  gen- 
eral catalogue.  286  p.  O.  Pub.  by  the  University,  $1. 

Illinois  state  normal  university.  Semi-centennial  history,  1857-1907; 
prepared  under  the  direction  of  a committee  of  the  faculty.  384  p.  O. 
The  Univ.  Normal,  111.,  $1.22. 

Leland  Stanford  university.  Alden,  R.  M.  College  authority.  (Nation, 
4 July,  85:12-13.) 

An  account  of  the  new  (since  1904)  form  of  internal  university  government 
at  Leland  Stanford  Jr.  Univex*sity. 

Maryland  university.  Cordell,  E.  F.  University  of  Maryland,  1807-1907, 
its  history,  influence,  equipment  and  characteristics,  with  biographical 
sketches  and  portraits  of  its  founders,  benefactors,  regents,  faculty  and 
alumni.  2 v.  Q.  Lewis  pub.  co. 

North  Carolina  university.  Battle,  K.  P.  History  of  the  University  of 
North  Carolina  from  . . . 1789  to  1868.  880  p.  O.  Edwards  & Broughton 
co.,  Raleigh,  $3. 

A second  volume  is  promised,  bringing  the  history  to  date. 

Otterbein.  Garst,  Henry.  Otterbein  university,  1847-1907.  316  p.  D. 

United  Brethren  pub.  house,  Dayton,  O.,  75c. 

Union  university.  Raymond,  A.  V.  V.  Union  university;  its  history, 
influence,  characteristics  and  equipment,  with  the  lives  and  works  of  its 
founders,  benefactors,  officers,  regents,  faculty  and  the  achievements  of 
its  alumni.  3 v.  O.  Lewis  pub.  co.  N.  Y.,  $30. 

Volume  1 contains  the  history,  not  only  of  Union  College  proper,  but  of 
Albany  Medical  College,  Albany  Law  School,  Dudley  Observatory,  and  Albany 
College  of  Pharmacy,  now  all  parts  of  Union  University.  The  last  two  vol- 
umes are  biographical.  See  also  No.  34  above. 


HIGHER  EDUCATION 


55 


406.  Wesleyan  university.  Celebration  of  the  seventy-fifth  anniversary  of 

the  founding  of  Wesleyan  university  1831-1906.  216  p.  O.  Wes- 

leyan univ.,  $1. 

Contains  the  addresses,  programme  of  the  exercises,  many  portraits  of  faculty 
and  buildings,  and  much  incidental  historical  material. 

407.  Yale  university.  Dexter,  F.  B.  Biographical  sketches  of  the  graduates 

of  Yale  college  with  annals  of  the  college  history;  vol.  4,  1778-1792. 

752  p.  Q.  Holt,  $5. 

It  is  twenty-two  years  since  volume  1 appeared,  and  the  author  in  his  preface 
to  the  present  volume  speaks  doubtfully  of  its  continuation. 

378.01.  COLLEGE  ENTRANCE  REQUIREMENTS. 

408.  Bruce,  M.  S.  College  entrance  requirements  in  French.  (Educ.  rev. 

Apr.,  33:406-13.) 

Finds  little  to  criticise  with  respect  to  the  written  examinations  now  set  by 
the  majority  of  the  colleges,  but  suggests  that  additional  oral  requirements  be 
made. 

409.  College  entrance  examination  board.  Seventh  annual  report  of  the  sec- 

retary. ( Educ.  rev.  Oct.,  34  : 272-316. ) 

410.  Davis,  N.  F.  Is  the  present  method  of  granting  certificate-rights  to  pre- 

paratory schools  satisfactory?  (School  rev.  Feb.,  15: 145-52.) 

Author  is  secretary  of  New  England  college  entrance  certificate  board.  He 
describes  its  methods  and  answers  some  of  the  chief  complaints. 

411.  Greenough,  C.  N.,  and  others.  A report  on  the  examinations  in  English 

for  admission  to  Harvard  college.  June  1906.  41  p.  O.  Harvard  univ. 

15c. 

“ Several  years’  experience  in  reading  English  entrance  examination  books 
has  impressed  upon  us  the  regularity  with  which  candidates  repeat  certain  ele- 
mentary errors.  To  put  into  the  hands  of  teachers  a large  number  of  these 
errors  and  to  make  some  suggestions  for  preventing  them  are  the  objects  of  this 
report.”  Preface. 

A review  in  the  Educational  Review,  June,  1907,  says  that  the  Harvard 
examiners  place  far  too  much  stress  on  the  technicalities  of  punctuation,  spell- 
ing, and  capitalization,  and  are  in  other  ways  so  narrow  and  dogmatic  in  meth- 
ods of  marking  as  to  overlook  true  proportion  and  values.  The  reviewer  cites 
Barrett  Wendell  in  support  of  his  argument. 

412.  National  society  for  the  scientific  study  of  education.  Vocational 

studies  for  college  entrance.  79  p.  O.  (Yearbook  6,  pt.  1.) 

Papers  on  the  history,  policy,  and  possibility  of  the  suggestion,  by  C.  A. 
Herrick,  II.  W.  Holmes,  T.  de  Laguna,  V.  Prettyman,  and  W.  J.  S.  Bryan. 

413.  Rollins,  Frank.  Syllabuses  and  examinations  in  physics.  (Educ.  rev. 

Nov.,  34:347-64.) 

Paper  read  before  the  Schoolmasters’  Association  of  New  York  and  Vicinity, 
1906.  Author  is  principal  of  the  Stuyvesant  High  School,  New  York  City.  Com- 
pares the  syllabuses  of  the  college  entrance  examination  board,  New  York  State 
education  department,  and  the  N.  E.  A.,  and  prints  entrance  examination  papers 
from  Yale,  Harvard,  Princeton,  Columbia,  and  the  college  entrance  board. 

414.  Tanner,  G:  W.  Report  of  the  committee  appointed  by  the  English  con- 

ference to  inquire  into  the  teaching  of  English  in  the  high  schools  of  the 

middle  west.  (School  rev.  Jan.,  15:32-45.) 


56 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907. 


415.  Wight,  J : G.  Should  college  entrance  requirements  be  reduced  in  quan- 

tity? (In  Association  of  colleges  and  preparatory  schools  of  the  middle 
states  and  Maryland.  Proc.  of  twentieth  annual  convention,  1906.  p. 

45- 56.) 

Argues  for  the  affirmative. 

416.  Young,  W.  H.  The  high  schools  of  New  England  as  judged  by  the  stand- 

ard of  the  college  certificate  board.  (School  rev.  Feb.,  15:134-44.) 

378.2.  ACADEMIC  DEGREES. 

417.  Carpenter,  W:  H.  The  utility  of  the  I*h.  D.  degree.  (Educ.  rev.  June, 

34:  1-12.) 

Considers  many  of  the  recent  criticisms  as  unjust,  and  presents  in  a clear 
fashion  the  status  of  the  Ph.  D.  degree  in  America,  showing  that  it  is  the  man 
who  bears  the  degree  and  not  the  degree  he  bears  that  is  the  end  of  education. 

418.  Doctorates  conferred  by  American  universities.  (Science,  30  Aug., 

n.  s.  26:276-82.) 

Analysis  of  the  statistics  of  the  doctorate  degree  conferred  by  nineteen 
American  universities  during  the  past  ten  years. 

419.  Fletcher,  J.  B.  Teachers  of  literature  and  the  Ph.  D.  (Educ.  rev.  Sept., 

34:  175-79.) 

Believes  that  the  highest  academic  degree  in  course  should  not  be  administered 
as  a “ teacher’s  degree,”  but  as  a “ scholar’s  degree.”  Suggests  that  the  M.  A. 
be  extended  to  meet  the  teacher’s  need,  and  that  it  be  made  the  “ teacher’s 
degree.” 

378.3.  GRADUATE  WORK:  RESEARCH. 

420.  Comstock,  G:  C.  The  appointment  and  obligations  of  university  fellows. 

(In  Association  of  American  universities.  Journal  of  proceedings  and  ad- 
dresses of  eighth  annual  conference,  1907.  p.  39-44.) 

421.  Hall,  G.  S.  The  appointment  and  obligations  of  graduate  fellows.  (In 

Association  of  American  universities.  Journal  of  proceedings  and  ad- 
dresses of  the  eighth  annual  conference,  1907.  p.  16-38.) 

Chiefly  devoted  to  statistics  of  number,  subjects,  income,  and  conditions  as  to 
tenure  and  work. 

379.  PUBLIC  SECONDARY  EDUCATION:  THE  STATE  AND 

EDUCATION. 

422.  Judson,  H.  P.  Education  by  the  state  and  for  the  state.  (In  Conference 

for  education  in  the  south.  Proceedings  of  tenth  conference,  1907.  p. 

46- 56.) 

Discussion  by  F.  W.  Hinitt,  pp.  57—62. 

379.11.  SCHOOL  FINANCE:  TAXATION. 

423.  Eliot,  C:  W:  The  exemption  of  educational  institutions  from  taxation. 

(In  Association  of  American  universities.  Journal  of  proceedings  and 
addresses  of  eighth  annual  conference,  1907.  p.  48^19,  and  Appendix,  p. 
107-11.) 

Anent  the  recent  attempt  in  Massachusetts  to  tax  property  of  Harvard  Uni- 
versity. 

424.  Page,  T.  W.  The  exemption  of  educational  institutions  from  taxation. 

(In  Association  of  American  universities.  Journal  of  proceedings  and 
addresses  of  eighth  annual  conference,  1907.  p.  49-56.) 


SECONDARY  EDUCATION STATE  AND  EDUCATION 


57 


425.  Public-school  finance:  what  next?  (In  N.  E.  A.  Proc.  p.  343-60.) 

Includes  papers  by  J.  D.  Burks  and  ex-Governor  G.  C.  Pardee,  which  discuss 
the  need  and  value  of  some  general  and  definite  administrative  standards  in  the 
present  methods  of  the  distribution  of  State  funds. 


426.  Legislation  relating  to  education  enacted  by  the  fifty-ninth  congress, 

1905—7.  (U.  S. — Education,  Cornm’r  of.  Report  for  1906.  2: 1229-55.) 
Summaries,  not  text,  in  most  cases. 

427.  The  new  Prussian  school  law  of  1906.  (U.  S. — Education,  Comm’r  of. 

Report  for  1906.  1 : 35-72.) 

428.  Rogers,  H.  J.  Educational  legislation  in  1905.  (Educ.  rev.  Jan., 

33:46-58.) 

A similar  review  for  1906  appears  in  Bulletin  113  of  the  New  York  State 
Library,  pp.  233-242. 


429.  Elliott,  E:  C.  A type  of  positive  educational  reform.  (Educ.  rev.  Apr., 

33:344-55.) 

Describes  the  workings  of  the  county  school  board  conventions  with  special 
reference  to  Wisconsin,  and  shows  them  to  be  valuable  factors  in  public  rural 
education. 

430.  Hartmann,  C.  G.  A study  in  school  supervision  with  special  reference  to 

rural  school  conditions  in  Texas.  180  p.  O.  (Bulletin  of  the  Univ.  of 
Texas.  No.  90. ) 


Author  is  superintendent  of  public  instruction  in  Travis  County,  Tex.,  and  the 
monograph  was  prepared  while  a graduate  student  at  the  university.  It  is  a 
study  of  the  origin,  manner,  and  effectiveness  of  county  supervision  of  schools, 
not  only  in  Texas  but  throughout  the  country.  The  writer  is  a strong  believer 
in  the  system. 


431.  Chrisman,  Oscar.  Paying  children  to  attend  school.  (Arena,  Feb., 


432.  Compulsory  school  attendance  and  its  relation  to  the  general  welfare 
of  the  child.  (U.  S. — Education,  Comm’r  of.  Report  for  1906. 
2: 1263-90.) 


Discusses  the  relations  of  child  labor,  juvenile  delinquency,  school  hygiene, 
and  truancy  to  compulsory  attendance. 


-J3.  Sullivan,  J.  D.  A summary  of  the  compulsory  attendance  and  child  labor 
laws  of  the  states  and  territories  of  the  United  States.  112  p.  O.  (N.  Y. 
state  library  bulletin  114.) 


434.  Compayre,  Gabriel.  Public  instruction  in  France  in  1906.  (Elem.  school 
teacher,  Mar.,  7 : 369-78.) 

Indicates  the  essential  features  of  the  changes  which  the  impulse  of  repub- 
lican government  has  wrought  in  French  education  within  the  past  quarter  of 
a century. 


379.14.  SCHOOL  LAWS. 


379.15.  SCHOOL  SUPERVISION. 


379.23.  COMPULSORY  EDUCATION. 


37:  166-71.) 

A new  form  of  compulsory  education  in  opposition  to  child  labor. 


379.5.  SECONDARY  EDUCATION  IN  DIFFERENT  COUNTRIES. 


France . 


58 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907, 


Germany. 


435.  The  new  Prussian  school  law  of  1906.  (U.  S. — Education,  Comm’r  of. 

Report  for  1900.  1:35-72.) 

Gives  the  text  of  the  law,  extracts  from  discussion  in  Parliament,  and 
domestic  and  foreign  press  notices. 

436.  Ruediger,  W:  C.  The  schools  of  Hamburg,  Germany.  (Educ.  Dec., 

28:  224-32.) 

Account  of  a personal  visit  to  a Realschule,  a Volksschule,  and  a Lehrer 
Seminar,  with  comments  upon  the  discipline  and  methods  of  instruction  and  a 
brief  statement  of  teachers’  salaries  in  Germany. 


437.  Findlay,  J.  J.  Churches  and  the  schools.  (Educ.  rev.  Feb.,  33:186-92.) 

Discusses  the  feeling  of  teachers  toward  tests  for  religious  beliefs  or  “ fitness 
to  teach  ” as  bearing  on  the  educational  struggle  in  England.  Reprinted  from 
the  Westminster  Gazette,  London. 

438.  Foster,  Michael.  Education,  elementary  and  secondary.  (Nineteenth 

cent.  Mar.,  61:490-500.) 

Review  of  a report  of  the  consultative  committee  of  the  English  board  of  edu- 
cation on  questions  affecting  higher  elementary  schools. 

439.  Great  Britain Education,  Board  of.  Judgments  of  the  Divisional 

court,  Court  of  appeal,  and  House  of  lords  in  the  case  of  the  king  v.  the 

County  council  of  the  West  Riding  of  Yorkshire.  42  p.  O.  ([Parliament. 

Papers  by  command]  Cd.  3391.) 


A suit  to  determine  whether  the  county  council  should  pay  for  denomina- 
tional religious  instruction  in  voluntary  elementary  schools.  The  highest  court 
gives  judgment  in  the  affirmative. 


440.  Kandall,  I.  L.  The  Irish  intermediate  system.  (Jour,  of  educ.  (Loud.) 
June,  n.  s.  28:397-99.) 

Shows  that  the  great  need  of  Irish  secondary  education  is  relief  from  the 
incubus  of  an  examination  system. 


-11.  Lawson,  W.  R.  John  Bull  and  his  schools;  a book  for  parents,  rate-payers 
and  men  of  business.  304  p.  D.  Blackwood,  5s. 

442.  National  union  of  teachers.  Handbook  of  education,  prepared  by  J.  H. 
Yoxall  and  Ernest  Gray.  591  p.  D.  N.  U.  T.,  Bolton  House,  67  & 71, 
Russell  Square,  London,  W.  C.  3s.  Od. 


Contains  particulars  respecting  the  organization  and  administration  of  ele 
mentary  and  secondary  education  in  England  and  Wales.  With  the  “ Com- 
panion to  the  N.  U.  T.  Code  ” and  the  N.  U.  T.  edition  of  the  code  of  parlia- 
mentary statutes  and  regulations  this  present  volume  forms  a complete  survey 
of  English  popular  educational  machinery. 


443.  Sadler,  M.  E.  The  educational  awakening  in  England.  (N.  E.  A.  50th 
anniv.  vol.  p.  361-366.) 


33  .T45-61.) 

Address  delivered  at  London  University,  June,  1906.  Shows  that  France 
gave  England  much  of  the  form  of  its  ancient  university  institutions  and  in- 
spix*ed  Englishmen  with  the  love  of  scholastic  philosophy.  Reprinted  from 
Modern  Language  Teaching,  October,  1906. 


Great  Britain. 


444. French  influences  in  English  education.  (Educ.  rev.  Feb., 


SECONDARY  EDUCATION — STATE  AND  EDUCATION, 


59 


445.  Sadler,  M.  E.  Influence  of  the  state  in  English  education.  (Church  quar. 
rev.  Oct.,  G5  : 166-02.) 

“ The  contention  'of  this  article  is  that  under  the  conditions  which  prevail 
in  England  the  part  of  the  state  is  to  inspect,  recognize,  encourage,  and  (when 
needful)  aid  every  kind  of  efficient  and  needed  school.” 


446.  President’s  address,  delivered  before  the  Educational  science  sec- 

tion of  the  British  association  for  the  advancement  of  science.  (In 
British  association  for  the  advancement  of  science.  Report,  1906. 
p.  764-76.) 

x A review  of  the  general  course  of  events  in  contemporary  English  education. 

447.  Schoolmasters’  yearbook  and  directory  1907.  1046  p.  D.  Sonuen- 

schein,  5s. 

Fifth  issue  of  a most  useful  current  reference  book  on  secondary  education 
in  England  and  Wales.  The  general  scope  and  character  are  unchanged, 
part  2 (about  half  the  book)  being  a directory  of  masters  and  schools. 


India. 


448.  Education.  (Imperial  gazetteer  of  India.  Clarendon  press,  $2.  4:  407-56.) 

A survey  of  conditions  and  facilities  for  public  education  ‘as  they  were  in 
1901-2,  with  a full  account  of  how  the  Indian  state  schools  are  administered. 


United  States. 

This  section  is  meant  to  include  only  current  discussion  relating  to  present 
conditions.  All  history  is  found  in  section  370.9,  subhead  United  States. 
Matter  on  education  in  the  separate  States  is  arranged  at  the  end  of  this  sec- 
tion alphabetically  under  the  names  of  the  States.  A current  chronicle  of 
educational  events  in  the  United  States  is  found  in  each  number  of  the  Forum. 

449.  Maxwell,  W.  H.  Present  needs  of  the  public  schools.  (Nation,  25  April, 

84:379-81.) 

“ In  the  present  article  I shall  speak  chiefly  of  the  New  York  City  schools 
with  which  I am  most  familiar,  but  many  of  my  arguments  apply  to  the 
school  systems  of  all  our  larger  cities.”  Topics  discussed  are  : Smaller  classes 
in  elementary  schools ; changes  in  compulsory-education  law ; high-school 
administration ; more  workshops,  kitchens,  and  kindergartens ; schools  for 
defectives  ; physical  examinations  ; more  money.  > 

450.  Salmon,  L.  M.  The  encroachments  of  the  secondary  schools  on  the  college 

carriculum.  (In  Association  of  colleges  and  preparatory  schools  of  the 

middle  states  and  Maryland.  Proc.  of  twentieth  annual,  1906.  p.  56-63.) 

451.  Thorndike,  E:  L.  A neglected  aspect  of  the  American  high  school. 

(Educ.  rev.  Mar.,  33:245-55.) 

States  that  the  variability  in  the  size  of  the  teaching  staff  and  size  of  the 
student  body  are  not  taken  into  account  in  the  discussion  of  secondary  school 
problems.  Accompanied  by  tables  of  comparative  statistics  arranged  by  States. 

452.  Why  is  public  education  in  the  United  States  not  as  successful  as  it 

is  in  Germany?  (Educ.  rev.  Mar.,  33:217-44.) 

Translated  from  the  German  by  Prof.  Rudolf  Tombo,  jr.,  of  Columbia  Uni- 
versity. States  that  American  schools  are  not  able  to  produce  the  excellent  re- 
sults secured  by  German  schools,  and  discusses  the  following  causes  as  respon- 
sible for  this  condition  : 

(1)  Causes  beyond  the  teacher’s  control,  under  which  he  includes:  Compo- 
sition of  our  mixed  population,  inclination  of  our  people  to  change  their  abode, 
local  self-government,  which  excludes  national  concentration  in  school  organiza- 
tion ; failure  to  enforce  compulsory  attendance  laws  ; discrepancy  between  en- 
rollment and  actual  attendance ; lack  of  provision  for  defectives  or  backward 


60 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907 


children  ; short  school  year  ; difficulties  of  English  language  ; failure  to  teach 
metric  system,  and  introduction  of.  many  specialties  into  course  of  study. 

(2)  Evils  which  are  remedial  in  part,  under  which  are  mentioned  : Waste  of 
time  in  instruction,  poor  methods  of  teaching,  foolish  and  sentimental  discipline, 
insufficient  training  possessed  by  American  teachers,  low  salaries,  and  bad 
methods  of  promotion,  and  the  elective  system  in  secondary  schools, 

California. 


453.  Hershey,  A.  S.  Japanese  school  question  and  the  treaty-making  power. 

(Amer.  pol.  sci.  rev.  May,  1:393-407.) 

Did  San  Francisco’s  action  infringe  Japanese  treaty  rights?  Has  the  Federal 
Government  the  right  to  interfere  with  the  direction  of  the  public  school  system 
of  a State  or  city?  Both  questions  are  argued  in  the  negative. 

District  of  Columbia. 

454.  Education  in  the  district  of  Columbia.  (Educ.  rev.  Feb.,  33:109-20.) 

The  writer  holds  that  evils  and  difficulties  in  effective  school  administration 
are  inherent  in  the  form  of  government  of  the  District.  The  schools  are  torn  be- 
tween the  dual  and  conflicting  powers  of  Congress  and  the  District  board  of 
education. 

Illinois. 

455.  Webster,  W.  G.,  ed.  The  Evanston  village  high  school.  128  p.  O.  Editor, 

702  Rector  bldg.  Chicago,  $2. 

Of  interest  to  the  former  students  or  friends  of  the  school. 

Massachusetts. 

456.  Spencer,  David.  School  reform  in  Boston.  (Atlantic,  July,  100:45-53.) 

Describes  the  many  reforms  in  administration  of  the  Boston  schools  which  re- 
sulted from  the  reduction  of  the  membership  of  the  school  committee  from  25 
to  5. 

New  England. 


457.  Young,  W.  H.  The  high  schools  of  New  England  as  judged  by  the  stand- 

ard of  the  college  certificate  board.  (School  rev.  Feb.,  15: 134-44.) 

Investigates  existing  conditions  in  order  to  determine  how  successfully  the 
high  schools  are  meeting  the  college  requirements,  and  expresses  the  opinion 
that  present  methods  in  New  England  do  not  solve  the  problem  of  articulation 
between  high  school  and  college.  Shows  an  appalling  number  of  schools  below 
the  standard,  and  suggests  that  a strongly  centralized  system  of  high  schools, 
substituted  for  the  prevalent  local  autonomy,  would  remedy  present  evils.  See 
also  No.  458. 

458.  The  standardization  of  the  New  England  high  schools.  ( School  rev. 

Apr.,  15:278-83.) 

The  great  defect  is  lack  of  uniformity.  Recommends  State  inspection,  and 
shows  the  advantages  which  would  result  from  its  adoption.  See  also  No.  457. 

Texas. 

459.  Hartmann,  C.  G.  A study  in  school  supervision  with  special  reference  to 

rural  school  conditions  in  Texas.  180  p.  Q.  (Bulletin  of  the  Univ.  of 

Texas,  no.  90.) 


AUTHOR  AND  SUBJECT  INDEX 


The  numbers  refer  to  item,  not  to  page.  Anonymous  books  and 
articles  and  periodical  titles  are  not  entered,  but  entries  are  made 
for  authors  of  reviews  and  for  the  names  of  persons  about  whom 
articles  or  books  are  written.  References  to  subjects  are  printed  in 
small  capitals. 


Aberdeen  university,  369. 

Abernethy,  113. 

Academic  freedom,  357,  385. 

Adams,  C.  F.,  229,  320,  381. 

Adams,  G.  B.,  382. 

Adamson,  167. 

Agricultural  education,  section  375.63. 
Ahrens,  177. 

Ainge,  191. 

Albertson,  256. 

Albree,  119. 

Alden,  401. 

Alexander,  266. 

Allen,  A.  W.,  23. 

Allen,  W.  H.,  161. 

American  academy  of  medicine,  269. 
American  institute  of  architects,  299. 
Anderson,  16,  74,  75. 

Andrews,  266. 

Apprenticeship,  256,  267. 

Archibald,  341. 

Architectural  education,  299-300. 
Argentina,  101. 

Arithmetic,  243-245. 

Armstrong,  270. 

Art  education,  section  375.7. 

Association  of  American  agricultural  col- 

leges and  experiment  stations,  279. 
Association  of  American  universities,  56. 
Association  of  colleges  and  preparatory 

schools  of  the  middle  states  and  Mary- 
land, 57. 

Association  of  colleges  and  preparatory 

schools  of  the  southern  states,  58. 

Association  of  men  teachers  and  principals 
of  the  city  of  New  York,  146. 

Athletics,  section  371.73. 

Auxiliary  schools,  211,  212. 

Axon,  187. 

Bagley,  168. 

Baker,  A.  H.,  167. 

Baker,  G.  H.,  303. 

Baker,  J.  H.,  24. 

Baptist  schools,  113. 

Barbour,  235. 


Bardeen,  54. 

Barrows,  96. 

Bascom,  383. 

Batavia  system,  168. 

Battle,  403. 

Baxter,  101. 

Beale,  329. 

Behrend,  246. 

Bennett,  50. 

Benson,  314. 

Berle,  230,  231. 

Biagi,  188. 

Bibliography,  1-22. 

Bigelow,  241. 

Biography,  118-129,  335. 

Birdseye,  384. 

Bolton,  137,  138. 

Bookwalter,  256. 

Boston,  School  committee,  183. 

Bray,  26. 

Brazil,  101. 

Brereton,  315,  316. 

Bridgham,  217. 

Brooks,  Charles,  119. 

Brown,  E.  E.,  27.  103. 

Brown,  M.  G.,  15. 

Brumbaugh,  96. 

Bryan,  J.  E.,  212. 

Bryan,  W.  J.  S.,  412. 

Bruce,  408. 

Bryce,  311. 

Buckham,  232. 

Buffum,  114. 

Burbank,  28. 

Burns,  104,  105,  106,  116. 

Burks,  247,  425. 

Burstall,  330. 

Business  education,  section  375.65. 

Cabot,  342. 

Calvet,  363. 

Cambridge  university,  370-371. 

Canfield,  385. 

Carnegie  foundation  for  the  advancement  of 
teaching,  107,  157,  158. 

Carpenter,  386,  417. 


61 


62 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907, 


Catholic  educational  association,  59. 
Cauchie,  326. 

Chabot,  139. 

Chancellor,  29. 

Channing,  280. 

Chapin,  169,  218. 

Child  labor,  432-433. 

Child  study,  5-7,  26,  28,  33,  49,  53. 
Chrisman,  431. 

Cincinnati  university,  397. 

Citizens’  trade  school  convention,  248. 
Classical  education,  43,  167,  321-325. 
Clawson,  319. 

Clay,  192. 

Coe,  343. 

Coeducation,  section  376.7. 

Cole,  30. 

Coleman,  4,  80. 

College  entrance  exam,  board,  409. 

College  of  the  city  of  New  York,  398. 
Compayre,  122,  125,  126,  128,  129,  434. 
Commercial  education,  section  375.65. 
Compulsory  education,  431-433,  449. 
Comstock,  420. 

Conference  for  education  in  the  south,  60. 
Continuation  schools,  252,  255,  264. 
Cooley,  148. 

Cope,  344. 

Copeland,  209. 

Cordell,  402. 

Coriat,  212. 

Corporal  punishment,  182. 

Cotton,  149. 

Council  ot  supervisors  of  the  manual  arts, 
176. 

Coursault,  31. 

Cox,  32. 

Cram,  300. 

Cramer,  350. 

Creighton,  294,  331. 

Cronin,  193. 

Cronson,  210. 

Crosby,  281. 

Crunden,  189. 

Curriculum,  24,  109,  227-229,  392. 

Darroch,  33. 

Davidson,  Thomas,  120. 

Davis,  C.  W.,  282. 

Davis,  N.  F.,  410. 

Davock,  235. 

De  Garmo,  227. 

De  Laguna,  412. 
de  Montmorency,  163. 

Dean,  248. 

Debating,  313. 

Delany,  355. 

Denbigh,  390. 

Denison  university,  399. 

Denmark,  81. 

Departmental  teaching,  169,  171,  173, 
218,  221. 

Derby,  200. 

Dexter,  407. 

Dock,  275. 

Domestic  science,  294-295. 

Douglas,  194. 


Draper,  34,  249,  387. 

Dresslar,  177. 

Du  Bois,  182,  345. 

Du  Pouey,  364. 

Dublin  university,  367. 

Dumville,  141. 

Duncan,  250. 

Dunraven,  87. 

Durham  university,  372. 

Electives,  24. 

Eliot,  357,  423. 

Elkington,  195. 

Elliott,  429. 

Ellis,  G.  W.,  95. 

Ellis,  H.,  346. 

Ellwood,  233. 

Emery,  248. 

Engineering  education,  246,  254. 

English  language  and  literature,  sec- 
tion 375.82  and  Nos.  167,  411,  414.  , 

Evans,  235. 

Evanston  high  school,  455. 

Fay,  370. 

Feeding  school  children,  26,  192. 
Fellows,  250,  420-421. 

Filene,  298. 

Findlay,  437. 

Finland,  81. 

Fish,  266. 

Fletcher,  147,  150,  419. 

Foster,  M.,  438. 

Foster,  W.  T.,  388. 

Franciscan  schools,  106. 

Freeman,  91. 

French,  43,  314-316. 

Friedel,  83. 

Froebel,  30. 

Fuld,  201. 

Garber,  164. 

Garst,  404. 

Geography,  328. 

German,  319. 

Gibbs,  328. 

Gilman,  107. 

Girls’  school  yearbook,  332. 

Godfrey,  89. 

Golden,  266. 

Graduate  work,  420-421. 

Grandgent,  317. 

Grant,  202. 

Gray,  442. 

Great  Britain,  Education,  Board  of,  81,  84, 
140,  141,  163,  219,  295,  439. 

Greek,  320-325. 

Greenough,  411. 

Greenwood,  228,  305. 

Griffiths,  179. 

Guarino  de  Verona,  121. 

Gunsaulus,  248. 

Hadley,  35. 

Hale,  147.  . 

Hall,  421. 

Hampton  negro  conference,  215. 


AUTHOR  AND  SUBJECT  INDEX, 


63 


Haney,  251. 

Hanus,  256. 

Harnack,  36. 

Harper,  37. 

Harris,  .T.  II.,  390. 

Harris,  W.  T.,  38,  170. 

Hart,  347. 

Hartmann,  117,  430,  459. 

Hartwell,  165,  166. 

Hartog,  306. 

Harvey,  178. 

Hayward,  39. 

Headlam,  167,  366. 

Heelis,  296. 

Heilman,  212. 

Herbart,  30,  39,  43, 122. 

Herbertson,  167. 

Hermann,  36. 

Herrick,  412. 

Hershey,  453. 

Hervey,  348. 

Hetherington,  203. 

Hill,  224. 

Hines,  11. 

Hinitt,  422. 

History,  167  and  section  375.9. 

Holmes,  412. 

Horace  Mann  school,  220. 

Hornbeck,  378. 

Horne,  398. 

Howard,  E.  D.,  252. 

Howard,  M.  A.,  167. 

Howe,  333. 

Hutchins,  151,  235. 

lies,  283. 

Illinois  normal  university,  400. 
Illiteracy,  34. 

Indian  rights  association,  216. 

Industrial  education,  sections  371.42 
and  375.6. 

International  kindergarten  union,  223. 
Ireland,  87,  88,  367,  440. 

Italian,  318. 

Ittner,  248. 

Ives,  301. 

Jackman,  162. 

Jackson,  D.  C.,  254. 

Jackson,  S.,  79. 

Jackson,  W.  W.,  368. 

Japanese  scholars  in  California,  453. 
Jastrow,  159,  297. 

Jesuit  schools,  105. 

Jewell,  1,  284. 

Johnson,  C.,  108. 

Johnson,  C.  E.,  302. 

Johnson,  G.  E.,  20,  204. 

Jolly,  40. 

Jones,  A.  J.,  9,  255. 

Jordan,  358. 

Judson,  422. 

Juvenile  delinquents,  212-214. 

Kandall,  440. 

Keatinge,  51. 

Kehew,  256. 


Kelsey,  321. 

Kennelly,  25. 

Kern,  319. 

Keyes,  160,  177. 

Kikerc'ni,  94. 

Kilpatrick,  171,  221. 

Kindergarten,  section  372.2. 

King,  321. 

Kingsbury,  256. 

King's  College,  Cambridge,  370. 
Kirkpatrick,  224. 

Kling,  248. 

Knight,  120. 

Kraus-Boelte,  224. 

Krusi,  123. 

Ladd,  142. 

Lake  Mohonk  conference,  216a. 

Lang,  130. 

Langdon,  306. 

Language  teaching,  237. 

Larned,  327. 

Latin,  320-325. 

Latter,  285. 

.Laval  university,  362. 

Lawler,  96. 

Lawson,  374,  441. 

Lawton,  318. 

Leach,  225. 

Lefavoiy,  298. 

Legal  education,  234-236. 

Leland  Stanford  Junior  University,  401. 
Leonard,  22. 

Levasseur,  85. 

Lexis,  323. 

Libraries  and  schools,  187-190. 

Lindsay,  97. 

Lockyer,  41. 

Lodge,  349. 

Logan,  307. 

London  university,  373. 

Long,  272. 

Loos,  12. 

Lord,  362. 

Low,  100. 

Lowell,  389. 

Lowman,  A.,  293. 

Lowman,  G.  S.,  205. 

McAndrew,  152. 

MacClintock,  308. 

McClure,  William,  110. 

McCormick,  121. 

MacDowell,  190. 

McEvoy,  76. 

McGill  university,  362. 

McMillan,  196. 

Maennel,  3,  211. 

Magdalen  college,  Oxford,  379. 

Magill,  124. 

Magnus,  42. 

Mahony,  172. 

Mahy,  309. 

Mann,  C.  R.,  238. 

Mann,  Horace,  125. 

Manual  training,  49,  176-178. 

Marriott,  375. 


64 


BIBLIOGRAPHY  OF  EDUCATION  FOR  1907 


Marshall,  256,  334. 

Maryland  university,  402. 

Massachusetts,  Commission  on  industrial 
education,  257. 

Mathematics,  242-245. 

Matheson,  141. 

Matthews,  43. 

Maxwell,  449. 

Medd,  286,  287. 

Medical  education,  section  375".61. 
Medical  inspection,  section  371.7. 

Mellen,  118. 

Meriwether,  109. 

Merton  college,  Oxford,  380. 

Michigan  schoolmasters’  club,  63. 

Mills,  224. 

Modern  languages,  43,  167,  and  section 
375.84. 

Moffatt,  147. 

Monroe,  64,  93,  102,  110. 

Mosenthal,  398. 

Musical  education,  section  375.78. 

Myers,  G.  E.,  350. 

Myers,  G.  W.,  242. 

National  association  of  manufacturers,  258. 
National  education  association,  66,  67,  143, 
259. 

National  society  for  the  promotion  of  in- 
dustrial education,  260. 

National  society  for  the  scientific  study  of 
education,  68,  224,  412. 

National  union  of  teachers,  69. 

National  university,  24. 

Nature  study,  241,  281,  284-285,  287-288. 
Neef,  Joseph,  110. 

Negroes,  section  371.94. 

New  college,  Oxford,  377. 

Newcomb,  206,  243. 

New  York  city  teachers’  association,  131. 
New  York  (state) — Associated  academic 
principals,  70. 

New  York  committee  on  physical  welfare  of 
school  children,  197. 

New  York  (state) — Education  department, 
71,  288. 

New  York  state  association  of  school  com- 
missioners and  superintendents,  72. 

New  York  state  science  teachers’  associa- 
tion, 239. 

Normal  schools,  section  371.12. 

North  Carolina  university,  403. 

Norway,  81. 

Nunn,  167. 

Nursing,  274-275. 

Nutting,  274-275. 

O’Shea,  237. 

Olsen,  184. 

Otterbein  university,  404. 

Owen,  44. 

Oxford  university,  368,  874-380. 

rage,  T.  E.,  322. 

Page,  T.  W.,  424. 

Page,  W.  II.,  248. 

Paine,  335. 


Palmer,  132. 

Pardee,  425. 

Parker,  45. 

Paulsen,  86,  323,  336. 

Peabody  fund,  107. 

Person,  261,  359. 

Pestalozzi,  1-10,  126. 

Phi  Beta  Kappa,  209. 

Physical  education,  section  371.73. 
Physics,  413. 

Pierce,  18. 

Play,  23,  204. 

Poole,  167. 

Prentis,  397. 

Prettyman,  412. 

Prickard,  377. 

Pritchett,  256. 

Psychology,  50-53. 

Public  speaking,  313. 

Punctuation,  307. 

Queens  university,  362. 

Raymond,  405. 

Reading,  311. 

Reich,  46. 

Rein,  73. 

Rhodes  scholarships,  378. 

Richards,  C.  R.,  17,  256,  262,  266. 

Richards,  H.  M.,  198. 

Roberts,  25. 

Robertson,  310. 

Rogers,  C.  F.,  352. 

Rogers,  FI.  J.,  428. 

Rollins,  263,  413. 

Roman  catholic  schools,  59,  104-106, 
116,  362-363. 

Rooper,  47,  127. 

Roosevelt,  289. 

Rouse,  167,  324. 

Rousseau,  128. 

Ruedeger,  144,  436. 

Rugh,  350. 

Rusk  in  on  education,  40. 

Sachs,  173,  339. 

Sadler,  M.  E.,  10,  264,  443,  444,  445,  446. 
Sadler,  S.  H.,  360. 

St.  Johns  college,  Cambridge,  371. 
Salmon,  391,  450. 

Sargent,  207. 

Saville,  141. 

Scholz,  378. 

School  excursions,  163. 

School  gardens,  284-285,  287,  293. 
Schoolmasters’  yearbook,  447. 

Schwarz,  52. 

Science,  238-240. 

Scotland,  90. 

Scott,  R.  F.,  371. 

Scott,  W.  D.,  199. 

SCe,  337. 

Semon,  276. 

Shields,  338. 

Simkhovitch,  99. 

Sisson,  353. 

Slater  fund,  107. 


AUTHOR  AND  SUBJECT  INDEX 


65 


Smith,  5. 

Snedden,  21,  213, *214. 

Snow,  8,  392. 

Snowden,  265. 

Sociology,  233. 

Somerville,  290. 

Spalding,  235. 

Spaulding,  134,  311. 

Spencer,  D.,  456. 

Spencer,  H.,  129. 

Starbuck,  350. 

Starr,  235. 

Stebbins,  354. 

Stevenson,  350. 

Stewardson,  208. 

Stillman,  153. 

Stockton  methods,  175. 

Storms,  48. 

Stratton,  267. 

Strong,  90. 

Sullivan,  433. 

Sunday  schools,  341,  344,  354. 

Sutton,  145. 

Sweden,  81. 

Tanner,  A.  E.,  154. 

Tanner.  G.  W.,  312,  414. 

Tatton,  127. 

Taylor,  390. 

Technical  education,  sections  371.42  and 
375.6. 

Teetgen,  98. 

Temperance  teaching,  271. 

Theobald,  174. 

Theological  education,  230-232. 

Thomas,  222. 

Thompson,  180. 

Thorndike,  181,  451. 

Thornton,  81. 

Tilley,  244. 

Tombo,  393,  394. 

Tormay,  292. 

Toronto  university,  362. 

Town,  212. 

Trade  schools,  248-249,  256,  258,  264, 
268. 

Trinity  college,  Dublin,  367. 

Trueblood,  313. 

Tucker,  277. 

Tuell,  135. 

Turner.  77. 

Tyler,  13,  49. 


United  States  Bureau  of  Education,  34,  111. 
Union  university,  405. 

Urwick,  53. 

Utley,  115. 

Vacation  schools,  163. 

Van  Cleave,  248. 

Van  Hise,  340. 

Van  Noe,  319. 

Van  Sickle,  155. 

Van  Storm,  136, 

Vance,  236. 

Vanderlip,  266.  268,  361. 

Vandewalker,  224. 

Wade,  270. 

Walsh,  78. 

Warner,  256. 

Warren,  379. 

Warwick  school,  225. 

Washburn,  6. 

Watkins,  293. 

Webster,  455. 

Wendell,  365. 

Wenley,  395. 

Wenner,  355. 

Wesleyan  university,  406. 

West.  396. 

Wheaton,  E.  B.,  335. 

White,  380. 

Wight,  415. 

Wilde,  356. 

Williams,  W.  R„  278. 

Williams,  W.  T.  B„  215. 

Wilson,  7,  298. 

Winterburn.  175. 

Wisconsin,  department  of  education,  186. 
Witmer,  212. 

Woman’s  education,  27,  329-340. 
Woodhull,  240. 

Woods,  25,  256,  266. 

Woolman,  256. 

Wyer,  14,  15. 

Yale  university,  407. 

Young,  E.  F.,  112. 

Young,  J.  T.,  298. 

Young,  J.  W.  A.,  19,  245. 

Young,  W.  H.,  416,  457,  458. 

Yoxall,  442. 

Zimmern,  368. 


o 


P n o **  *?*  n 

Vl  u j Vj  \ VlVv  v 


UNITED  STATES  BUREAU  OF  EDUCATION 

BULLETIN.  1908:  No.  4 WHOLE  NUMBER  387 


MUSIC  EDUCATION  IN  THE 
UNITED  STATES 

SCHOOLS  AND  DEPARTMENTS  OF  MUSIC 

By  ARTHUR  L.  MANCHESTER 

DIRECTOR  OF  THE  DEPARTMENT 
OF  MUSIC  OF  CONVERSE  COLLEGE 
SPARTANBURG,  S.  C. 


WASHINGTON 

GOVERNMENT  PRINTING  OFFICE 
1908 


1 2>E  'til 


CONTENTS. 


Letter  of  Transmittal 


Page. 

5 


Foreword 

I.  Historical  development 

Beginnings  of  formal  music  education 

Schools  and  conservatories  of  music 

Departments  of  music  in  colleges,  etc 

Progress  made 

Works  on  the  history  of  music  in  America 

II.  Results  of  the  inquiry 

Incorporation  of  schools 

Instructors  and  subjects  taught 

Students  enrolled 

Nature  and  scope  of  subjects 

Illustrative  curricula 

Correlation  of  music  and  non-music  courses 

Manner  of  advancing  students  from  grade  to  grade 

Educational  qualifications  of  music  students 

Property  devoted  to  musical  instruction 

III.  Statistical  tables 

IV.  Past  and  present  tendencies 

V.  Conclusion 

References  to  works  on  musical  education 


7 

11 

11 

14 

15 

16 
16 

17 

18 
18 
19 


40 

41 

42 

42 

43 
77 
82 
83 


Index 


3 


85 


I 


LETTER  OF  TRANSMITTAL. 


Department  of  the  Interior, 

Bureau  of  Education, 
Washington , June  23,  1908. 

Sir:  I have  the  honor  to  transmit  herewith  the  manuscript  of  a 
report  on  the  present  status  of  music  education  in  the  United  States, 
prepared  by  Prof.  Arthur  L.  Manchester,  of  Converse  College,  South 
Carolina,  and  to  recommend  its  publication  in  the  Bulletin  of  the 
Bureau  of  Education. 

This  report  has  been  prepared  in  accordance  with  an  urgent  recom- 
mendation of  the  Music  Teachers’  National  Association,  conveyed 
through  the  president  of  that  organization,  Prof.  Waldo  S.  Pratt,  of 
the  Hartford  Theological  Seminary.  Professor  Manchester,  who  had 
been  appointed  by  the  executive  committee  of  that  association  as 
chairman  of  the  committee  to  consider  the  gathering  of  statistics 
concerning  music  education  in  the  United  States,  kindly  consented  to 
edit  this  report  for  the  Bureau  of  Education.  The  detailed  informa- 
tion upon  which  it  is  based  was  collected  through  the  statistical  divi- 
sion of  this  office  in  cooperation  with  Professor  Manchester. 

The  growing  recognition  of  music  as  an  essential  part  of  our  plan 
of  public  education,  and  a peculiarly  rich  and  vital  part  of  our  public 
education,  emphasizes  the  need  of  such  information  as  is  embodied  in 
this  report.  The  latest  publication  of  this  kind  issued  by  the  Bureau 
of  Education  was  that  which  appeared  in  the  year  1886.  The  subject 
is  so  large  that  unfortunately  it  has  been  found  impracticable  to 
include  in  the  paper  here  submitted  an  account  of  music  as  taught  in 
our  public  elementary  schools.  This  part  of  the  subject  is  reserved 
for  later  treatment. 

Very  respectfully, 

Elmer  Ellsworth  Brown, 

Commissioner. 

The  Secretary  of  the  Interior. 

5 


FOREWORD. 


In  no  profession  or  field  of  educational  activity  is  there  available  so 
meager  an  amount  of  accurate  data  upon  which  to  base  plans  for 
future  development  or  to  use  in  the  determination  of  results  achieved 
as  in  that  of  music.  There  is  no  coherence  in  the  general  scheme  of 
music  education,  and  there  can  be  none  while  so  little  is  known  con- 
cerning what  is  done  in  the  field  of  musical  endeavor.  To  define  the 
status  of  music  education  in  the  United  States  has  been  practically 
impossible.  The  utter  lack  of  systematic  courses  of  instruction,  the 
widely  varying  standards  of  merit,  and  the  absence  of  cooperation 
upon  the  part  of  those  engaged  in  music  teaching  not  only  have  made 
impossible  any  accurate  computation  of  the  results  which  have 
accrued  from  music  education,  but  are  serious  obstacles  in  the  way  of 
future  development. 

Musicians  are  not  yet  fully  agreed  among  themselves  as  to  what 
constitutes  music  education.  The  definition  still  varies  according  to 
the  standpoint  of  the  definer.  The  composer,  the  performer,  the 
theorist,  the  pedagogue,  will  each  interpret  it  in  the  light  of  his  own 
specialty.  It  is  this  lack  of  system,  this  indefiniteness  of  aim,  that 
have  repelled  those  who  mold  educational  opinion,  and  have  caused 
them  to  withhold  from  music  that  educational  value  which  its  vota- 
ries claim  for  it,  but  which  has  been  obscured  by  the  desultory  nature 
of  music  instruction.  Yet,  despite  this  serious  defect,  its  claims  have 
impressed  thoughtful  investigators.  This  lack  of  system  could  not 
entirely  hide  the  evidences  of  good  work  being  done,  and  the  desire 
for  a more  complete  and  exact  knowledge  of  what  is  really  being 
accomplished,  of  the  real  status  of  music  education  in  this  country, 
has  been  felt  not  only  by  members  of  the  musical  profession,  but  by 
those  interested  in  educational  movements  generally. 

It  is  known  that  large  sums  are  expended  annually  for  music 
instruction,  that  many  students  and  teachers  are  engaged  in  it;  but 
what  its  real  proportions  are,  to  what  extent  it  is  becoming  systema- 
tized, what  attitude  independent  schools  of  music  and  institutions 
having  music  departments  maintain  toward  it,  just  how  serious  is 
the  purpose  of  those  who  are  active  in  the  musical  profession,  what 
grade  of  work  is  demanded  by  institutions  that  announce  graduate 
courses  of  study,  and  how  these  grades  are  determined  are  questions 

7 


8 


FOREWORD. 


to  which  satisfactory  answers  are  not  now  to  be  given.  It  is  to  supply 
data  for  the  determining  of  these  points  that  the  present  inquiry  is 
undertaken.  It  is  not  the  intention  of  this  inquiry  to  give  decisions 
as  to  any  point  at  issue;  it  simply  proposes  to  lay  before  those 
interested  certain  accurate  and  authoritative  information  upon  which 
they  may  base  their  own  judgment. 

The  field  to  be  covered  is  too  large  to  be  included  in  a single  inquiry. 
The  scope  of  this  investigation,  therefore,  is  confined  to  music 
education  in  independent  schools  of  music  and  in  institutions 
maintaining  music  departments.  It  is  obvious  that  that  largest  of 
all  fields,  the  work  of  the  private  teacher,  could  not  be  included  in 
this  inquiry,  and  it  was  thought  best  to  begin  the  gathering  of  musical 
statistics  with  the  work  done  in  the  institutions  which  really  dominate 
educational  policies,  musical  and  otherwise. 

The  purpose  is  to  secure  definite  information  regarding: 

1.  The  organization  of  and  manner  of  conducting  these  schools  and  departments. 

2.  The  number  of  instructors  employed,  with  branches  taught,  and  number  of 
hours  per  week  devoted  by  each  instructor  to  instruction  in  each  subject. 

3.  Number  of  students  enrolled,  with  requirements  for  entrance,  and  the 
shortest  period  for  which  students  are  received. 

4.  The  nature  and  scope  of  subjects  included  in  the  curriculum,  with  require- 
ments as  to  time  devoted  to  each,  requirements  for  graduation  (with  or  without 
degree)  or  for  certificate,  and  the  number  of  students  who  have  received  such 
degrees  or  certificates  within  a definite  period  of  years. 

5.  The  manner  of  advancing  students  from  grade  to  grade,  with  methods  of 
examination  and  marking. 

6.  The  correlation  of  music  and  nonmusic  courses. 

7.  Amount  expended  on  music  instruction  and  value  of  plants  devoted  to 
musical  purposes. 

8.  Existence  of  libraries,  with  number  of  books  contained  therein,  and  number 
of  museums  of  musical  instruments,  with  information  as  to  their  size  and  character. 

Two  questionnaires  were  prepared,  and  were  sent  by  the  Bureau 
of  Education  to — 

Independent  schools  of  music, 

Colleges  and  universities, 

Colleges  for  women, 

Normal  schools,  and 
Secondary  schools. 

The  lists  of  these  institutions  were  gathered  from  various  sources, 
about  3,500  receiving  the  first  questionnaire.  The  second  was  sent 
only  to  those  whose  replies  to  the  first  indicated  that  they  could 
satisfactorily  furnish  certain  additional  information. 

This  inquiry  being  the  first  of  its  kind,  difficulties  were  met  for  the 
solution  of  which  no  precedents  were  available.  To  be  authoritative 
and  reliable  it  must  be  discriminating,  yet  it  had  no  power  officially 
to  settle  the  many  vexed  questions  certain  to  arise  during  the  course 


FOREWORD. 


9 


of  the  investigation.  Among  the  points  which  came  up  for  settlement 
at  the  outset  were: 

What  shall  be  the  standard  of  equipment  and  efficiency  demanded  to  insure 
listing  in  the  report? 

What  really  constitutes  a “school  of  music?”  a 

What  distinction  shall  be  made  between  schools  conducted  solely  for  profit, 
and  those  whose  aim  primarily  is  educational? 

How  shall  these  standards  and  distinctions  be  determined? 

These  are  important  questions.  Their  settlement  affects  the  value 
of  the  inquiry,  yet  the  statistician  has  no- authority  to  pronounce 
judgment. 

It  was  decided,  therefore,  that  in  preparing  the  questionnaires  for 
the  inquiry  effort  should  be  made  so  to  frame  the  questions  that  the 
answers  to  them,  if  properly  given,  would  practically  determine  these 
points,  the  statistics,  when  published,  furnishing  evidence  to  dis- 
criminating readers  regarding  the  work  done  by  the  institutions 
replying  to  the  inquiries.  To  this  end,  the  questions  relating  to 
organization  and  management  of  finances;  to  instructors,  students, 
courses  of  study;  to  graduation  requirements  and  correlation  of 
courses,  musical  and  nonmusical;  to  methods  of  examination  and  of 
determining  grades,  were  given  particular  attention,  and  have  proved 
to  be  effective  in  drawing  out  the  information  desired.  As  was 
intended,  the  replies  are  significant,  not  only  for  the  precise  informa- 
tion they  give,  but  equally  so  for  indicating  the  attitude  of  the 
institutions  toward  music  education. 

Naturally,  a first  inquiry  expends  much  of  its  effort  in  breaking 
ground.  Indifference,  and  even  positive  disinclination  to  supply 
information  are  met;  yet  it  is  hoped  that  the  statistics  secured  not 
only  will  supply  definite  information  heretofore  lacking,  but  will  also 
contribute  something,  at  least,  toward  the  coordination  of  music 
schools  and  uniformity  in  their  courses  of  study,  and  be  of  assistance 
to  those  who  are  striving  to  have  music  placed  on  an  equal  footing 
in  the  scheme  of  education  with  other  subjects  in  the  curriculum. 

Acknowledgment  is  made  to  Prof.  Waldo  S.  Pratt,  of  the  Hartford 
Theological  Seminary,  and  to  Prof.  F.  A.  Parker,  of  the  University 
of  Wisconsin,  for  assistance  in  securing  data. 

Arthur  L.  Manchester. 

Spartanburg,  S.  C.,  June  1,  1908. 


a Illustrative  of  the  complexity  of  this  question  is  an  instance  called  to  my  attention  in  the  course 
of  correspondence  concerning  this  phase  of  the  report.  A * ‘ Conservatory  of  Music,”  with  a title  national 
in  character,  consisted  of  one  back  room  on  the  upper  floor  of  a city  building,  access  to  it  being  had 
amidst  a rather  forbidding  conglomeration  of  rubbish.  The  faculty  consisted  of  one  teacher— the 
proprietor.  There  was  not  even  an  attempt  at  well-defined,  coordinated  courses  of  study.  Yet  it  had 
taken  to  itself  a high-sounding  title,  and  posed  as  a school  of  music.  This  “institution”  is  long  since 
dead,  but  there  are  many  others  still  in  existence,  masquerading  under  similar  names. 


THE  STATUS  OF  MUSIC  EDUCATION  IN 
THE  UNITED  STATES. 


I.  HISTORICAL  DEVELOPMENT. 

In  order  to  an  understanding  of  the  present  status  of  music  in  the 
United  States  a careful  study  of  the  different  elements  which  have 
united  to  produce  present  conditions  is  necessary.  Music  is  complex; 
it  has  its  scientific,  aesthetic,  pedagogic,  and  cultural  aspects,  each 
also  complex  in  character  and  providing  material  for  serious  and 
long-continued  study,  each  influencing  the  development  of  the  others. 
And  in  proportion  as  emphasis  is  laid  upon  one  or  the  other  it  is 
given  a bent  of  development  having  a strong  bearing  upon  the  sym- 
metrical unfolding  of  the  art  of  music  as  a whole.  So  many  factors 
are  thus  present  in  the  cultivation  of  music  that  for  the  establish- 
ment of  a thoroughly  efficient  system  of  music  education  the  utmost 
care  is  essential  to  the  preservation  of  the  proper  balance  between 
them.  Instrumental  music,  including  various  instruments  and  the 
orchestra;  vocal  music,  including  solo  singing,  choral  singing,  opera, 
and  oratorio;  theory,  including  grammar,  form  (architectural  struc- 
ture) , and  composition ; the  meaning  of  music  as  exemplified  in  these 
various  manifestations;  and  last,  but  far  from  least,  the  state  of 
musical  taste  among  the  people,  are  factors  which  must  be  under- 
stood, for  they  are  capable  of  pedagogic  treatment.  It  is  readily  seen 
that  the  teaching  of  any  one  phase  of  music  should  be  conducted  with 
the  reciprocal  nature  of  all  musical  effort  clearly  kept  in  view,  yet 
the  failure  of  musicians  in  this  respect  is  shown  in  the  history  of 
music  education  from  its  beginning  until  within  the  last  ten  years. 

It  would  be  well  if  the  historical  summary  which  follows  could 
enter  enough  into  detail  to  give  a more  complete  view  of  music  his- 
tory in  this  country,  but  the  limits  of  the  work  forbid,  admitting  only 
such  facts  as  bear  upon  the  development  of  its  pedagogic  side.  In 
order  that  those  who  may  wish  to  pursue  the  subject  further  may  do 
so,  a bibliography  of  the  history  of  music  in  America  is  subjoined. 

BEGINNINGS  OF  FORMAL  MUSIC  EDUCATION. 

Formal  music  education  has  been  developed  chiefly  through  the 
activities  of  private  teachers,  independent  music  schools,  and  the 

11 


12 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


teaching  of  music  in  the  public  schools  and  in  colleges  and  univer- 
sities. Efforts  in  all  these  directions  have  been  influenced  and  modi- 
fied by  the  establishment  of  orchestras  and  smaller  bodies  of  instru- 
mentalists in  various  cities,  and  the  introduction  of  opera  in  a few 
of  the  largest  cities  in  the  country;  but  regarding  these  proceedings 
present  limits  forbid  the  entering  into  detail.  Formal  music  educa- 
tion began  with  the  institution  of  singing  schools,  whose  purpose  was 
the  improvement  of  church  music  by  teaching  youths  and  adults  to 
sing  by  note.  They  were  doubtless  stimulated  by  an  increasing  in- 
terest in  church  music  growing  out  of  the  crude  psalmody  of  the 
Puritans.  Their  educational  value  was  small,  those  who  conducted 
them  possessing  slight  musical  equipment.  Their  social  features  had 
more  to  do  with  their  popularity  than  their  educational  advantages. 
They  were  peripatetic,  moving  about  from  place  to  place.  Despite 
their  weaknesses  they  stimulated  desire  for  better  things,  and  the 
interest  they  aroused  resulted  in  the  formation  of  choral  societies, 
which  later  developed  into  permanent  bodies  between  which  and  the 
music  festival  a direct  relation  can  be  traced.  The  first  of  these  so- 
cieties was  that  at  Stoughton,  Mass.,  which  had  its  beginning  in  1786 
and  which  still  exists.  In  1815  the  Handel  and  Haydn  Society  of 
Boston  was  founded.  This  society  exerted  an  increasing  influence 
on  musical  progress,  and  is  still  in  existence,  its  records  forming  a 
valuable  contribution  to  the  history  of  musical  development. 

Musical  conventions,  which  are  still  held  in  various  parts  of  the 
South,  were  a combination  of  the  old  singing  school  and  the  choral 
society.  Held  in  some  convenient  center,  they  attracted  participants 
from  quite  considerable  distances.  At  the  conclusion  of  a more  or 
less  serious  series  of  lessons  in  note  reading  and  the  rudiments  of 
music,  a concert  was  usually  given,  which  the  public  was  invited  to 
patronize — largely  for  the  benefit  of  the  conductor.  While  the  work 
of  these  conventions  was  lacking  in  finish,  greater  good  was  accom- 
plished by  them  than  we  in  this  day  are  prone  to  give  them  credit  for. 

The  value  of  these  early  efforts  lay  principally  in  their  direct  con- 
tact with  the  people.  The  modicum  of  musical  instruction  provided 
by  them  broke  ground  for  later  and  more  pretentious  instruction  and 
led  to  the  discussion  of  methods  of  teaching,  but  was  less  influential 
than  the  spreading  of  musical  culture  among  the  people  which  ensued. 

With  the  growth  of  interest  in  music  naturally  came  the  effort  to 
train  children  in  the  rudiments  of  music,  and  a number  of  pioneers  in 
this  field  began  work  early.  N.  D.  Gould,  of  Boston,  organized  classes 
for  children  in  1824,  or  earlier,  as  William  Tuckey  had  previously 
done  in  connection  with  the  charity  school  attached  to  Trinity 
Church  in  New  York  about  1753.  But  the  title  of  founder  of  this 
phase  of  music  teaching  really  belongs  to  Lowell  Mason,  who  went 


HISTORICAL  DEVELOPMENT. 


13 


to  Boston  from  Savannah  in  1827.  He  was  better  qualified  for  the 
work  he  undertook,  not  only  by  reason  of  his  musical  equipment,  but 
also  because  of  his  study  of  the  Pestalozzian  principles  of  teaching 
and  his  possession  of  marked  zeal  and  personal  magnetism.  His 
ideas  as  to  the  place  of  music  in  general  education  were  definite  and 
advanced.  In  1832  he  organized  the  Boston  Academy  of  Music,  out- 
lining plans  for  the  promotion  of  music  education  in  various  ways, 
including  the  instruction  of  children  and  the  establishment  of  normal 
courses  for  teachers.  This  institution  soon  attracted  1,500  pupils,  a 
significant  indication  of  an  awakening  interest  which  needed  only 
well-directed  efforts  for  its  rapid  advancement.  His  labors  culmi- 
nated in  1836  in  permission  from  the  authorities  for  trial  classes  in 
certain  public  schools  in  Boston.  The  results  were  so  satisfactory 
that  in  1838  Mason  was  placed  in  charge  permanently.  He  con- 
tinued in  this  service,  however,  only  until  1841,  when  he  was  suc- 
ceeded by  B.  B.  Baker.  Mason’s  normal  classes  attracted  teachers 
from  a wide  area,  and  efforts  based  upon  his  methods  were  initiated 
in  several  other  States  in  the  East. 

New  York  was  also  taking  steps  in  the  direction  of  teaching  music 
to  children.  In  1835  Darius  E.  Jones  taught  for  some  time  in  one 
of  the  city  schools  with  sufficient  success  to  insure  permission  to  con- 
tinue at  the  option  of  the  local  board,  provided  no  expense  was  in- 
curred and  regular  studies  were  not  interfered  with.  Attempts  to 
gain  a definite  place  for  musical  instruction,  however,  were  not  suc- 
cessful, no  effective  recognition  of  music  being  given  until  about  1853. 
The  earnestness  of  its  advocates  was  indicated  by  their  willingness 
to  provide  the  first  pianos  introduced  in  the  New  York  schools  by 
paying  for  them  themselves  or  by  means  of  concerts  given  by  the 
children.®  Efforts  in  Cincinnati,  where  Lowell  Mason’s  brother,  T.  B. 
Mason,  organized  music  classes  similar  to  those  in  Boston,  eventuated 
in  the  introduction  of  regular  instruction  in  the  pub  he  schools  under 
the  direction  of  William  Colburn.  Pittsburg  dates  the  beginning  of 
its  instruction  in  music  about  1840.  N.  D.  Gould,  to  whom  reference 
has  already  been  made,  states  in  his  book,  Church  Music  in  America, 
that  he  was  active  in  establishing  singing  schools  in  Massachusetts, 
New  Hampshire,  Rhode  Island,  New  York,  and  New  Jersey  from 
about  1820,  and  especially  after  1830.  Of  these  labors  he  was  very 
proud,  expressing  extreme  satisfaction  that  he  could  look  back  upon 
the  fact  that  he  was  the  first  to  introduce  the  formal  teaching  of  chil- 
dren to  sing. 

Such  were  the  beginnings  of  what,  after  the  interruption  of  the 
civil  war,  which  seriously  retarded  efforts  of  this  nature,  became  the 

a See  paper  by  George  F.  Bristow  in  Proceedings  of  the  Music  Teachers’  National  Association  for 
1885. 


14 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


great  public  school  system  of  music  education.  Devoted  as  these  men 
were  to  the  work  they  had  entered  upon,  there  was  sown  even  at  this 
early  date  the  seeds  of  that  misunderstanding  and  narrowness  of  view 
which  have  been  prominent  in  music  education  during  all  its  his- 
tory in  this  country.  Conflict  between  these  teachers,  who  based 
their  work  on  the  psalmody  of  the  period,  and  those  professional 
musicians  who  cultivated  music  as  an  art,  began  to  develop  at 
once,  and  a mutual  depreciation  arose. 

With  the  practice  of  music,  in  its  earliest  stages,  largely  vocal,  there 
was  comparatively  little  demand  for  the  services  of  teachers  of 
instruments;  but  with  the  growth  of  musical  taste,  the  making  of 
pianos,  and  the  cultivation  of  orchestral  music,  the  number  of 
trained  musicians  engaged  in  teaching  gradually  increased  in  the 
eastern  cities,  until  there  were  scattered  about  in  various  parts  of 
the  country  a sufficient  number  to  produce  a marked  impression 
upon  the  art  ideals  of  the  country.  This  number  was  largely  in- 
creased and  its  influence  strengthened  by  the  settlement  in  America 
of  refugees  from  Europe  during  the  decade  from  1840  to  1850,  and 
after  the  civil  war  it  became  an  important  factor  in  music  education. 
The  diversity  of  interests  of  those  engaged  in  teaching,  the  conflict 
of  opinion  as  to  what  should  hold  the  most  important  place  in  the 
development  of  music,  and  the  great  increase  in  the  number  who 
took  to  teaching  it  as  an  easy  way  in  which  to  make  a living  or  secure 
pocket  money,  soon  resulted  in  confusion  and  the  setting  up  of 
false  standards,  which  exerted  a baneful  influence  on  the  whole 
system  of  music  education. 

SCHOOLS  AND  CONSERVATORIES  OF  MUSIC. 

The  early  enterprises  which  might  be  dignified  by  the  name  of 
schools  were  of  doubtful  character  and  were  devoted  solely  to  the 
rudiments  of  music,  and,  in  all  probability,  were  given  an  impetus  by 
singing  classes.  The  first  music  school  in  the  true  sense  was  that 
projected  by  Eben  Tourjee,  of  Fall  River,  Mass.,  and  put  into  opera- 
tion at  East  Greenwich,  R.  I.,  in  1859.  Later,  Tourjee  started  a 
conservatory  at  Providence,  and,  in  1867,  founded  the  institution 
that,  in  1870,  was  incorporated  as  the  New  England  Conservatory 
of  Music.  Before  this  (in  1863)  he  had  spent  some  time  in  Europe 
investigating  methods  there  and  studying  with  Haupt  and  other 
prominent  teachers.  His  ideas  were  progressive  and  sound,  and  his 
talent  for  organization  enabled  him  to  carry  them  out  with  good 
effect.  He  was  the  first  to  introduce  class  instruction  in  other  sub- 
jects than  singing.  His  perception  of  the  interrelation  of  the  various 
branches  of  the  musical  art  was  clear,  and  it  was  his  purpose  to 
work  out  a well  coordinated  curriculum.  The  New  England  Con- 


HISTORICAL  DEVELOPMENT. 


15 


servatory  has  stood  for  serious  music  study  ever  since,  and  has 
grown  in  size  and  influence  until  it  is  probably  the  best  known 
institution  of  the  kind  in  America. 

Many  institutions,  with  similar  aims  and  established  about  the 
same  time  or  at  later  periods,  have  become  integral  parts  of  the 
American  musical  education  system,  exerting  great  influence  on 
American  music  life.  Among  them  may  be  mentioned  the  Boston 
Conservatory  of  Music,  established  by  Julius  Eichberg  (1867);  the 
Chicago  College  of  Music,  Ziegfeld  (1867);  the  Cincinnati  Conserva- 
tory of  Music,  Miss  Baur  (1867) ; the  Oberlin  Conservatory  of  Music 
(1867),  now  incorporated  with  Oberlin  College;  the  Philadelphia 
Musical  Academy  (1869);  Dana’s  Musical  Institute  at  Warren, 
Ohio  (1869);  the  Cleveland  Conservatory  of  Music  (1871);  the 
Detroit  Conservatory  of  Music  (1875),  and  others  of  later  founding. 
With  these  have  sprung  into  existence  a host  of  independent  schools 
calling  themselves  conservatories,  local  in  influence,  whose  methods 
of  procedure  and  artistic  ideals  vary  according  to  the  purposes  of 
their  founders.  Some  of  them  doubtless  are  sincere  in  their  aims, 
and  strive  to  do  work  as  thorough  as  their  resources  permit;  but  in 
too  many  cases  mercenary  motives  are  behind  their  establishment, 
and  their  entire  workings  are  dictated  by  a commercial  spirit. 

DEPARTMENTS  OF  MUSIC  IN  COLLEGES,  ETC. 

The  institution  of  departments  of  music  in  colleges  is  so  inter- 
mingled with  the  founding  of  these  independent  schools  that  no 
sharp  line  of  distinction  can  be  drawn  as  to  their  early  history. 
Here,  too,  the  motives  animating  those  concerned  have  been  mixed. 
While  serious  educational  aims  have  inspired  some,  in  many  instances 
expediency  has  ruled  the  situation,  and  the  treatment  of  music 
education  in  colleges,  particularly  those  for  women,  and  in  secon- 
dary schools  has  been  one  of  confusion,  and,  too  often,  of  low  stand- 
ards. The  larger  institutions  are  notable  exceptions.  As  early 
as  1837  a society  known  as  the  Harvard  Musical  Association,  com- 
posed of  alumni  of  Harvard  College,  announced  as  its  ultimate 
object — 

The  advancement  of  the  cause  of  music,  particularly  in  this  university.  We  would 
have  it  regarded  as  an  important  object  of  attention  within  its  walls,  as  something 
which  sooner  or  later  must  hold  its  place  in  every  liberal  system  of  education — and 
that  place  not  accidental  or  a stolen  one,  but  formally  recognized.  We  that  love  music 
feel  that  it  is  worthy  of  its  professorship,  as  well  as  any  other  science. 

This  statement,  quoted  by  Ritter  in  his  “Music  in  America,” 
is  a forerunner  of  many  such  avowals  in  recent  years.  While  the 
object  was  not  immediately  realized,  nearly  thirty-five  years  elapsing 
before  Harvard  fully  met  the  desires  of  its  promoters,  the  time 


16 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


has  come  when  not  only  in  that  university  but  in  others  such  recog- 
nition is  accorded.  But  it  was  not  until  1860  that  a movement  in 
that  direction  was  made,  and  then  it  was  step  by  step.  First  an 
instructor  in  music  was  permitted  to  do  some  teaching  in  certain 
subjects  as  an  irregular  part  of  the  curriculum.  Notable  instances 
are  Harvard,  with  John  K.  Paine,  who  began  his  work  in  1862,  reach- 
ing a full  professorship  in  1876;  Oberlin  College,  Fenelon  B.  Bice, 
in  1869;  Vassar  College,  Frederic  Louis  Bitter,  in  1867;  the  Uni- 
versity of  Pennsylvania,  Prof.  Hugh  A.  Clarke,  in  1875.  Then  came 
the  granting  of  credit  for  certain  courses  in  music  toward  the  degree 
of  A.  B.,  Harvard  taking  the  lead  in  1870.  Next  followed  the  final 
step  of  granting  credit  toward  entrance  for  musical  qualifications, 
which  has  been  taken  only  within  the  past  six  or  eight  years. 

PROGRESS  MADE. 

The  steps  in  the  development  of  formal  music  education  here 
concisely  stated  have  occupied  more  than  a century  in  the  taking. 
If  the  progress  made  during  that  time  does  not  compare  favorably 
with  that  in  other  fields  of  educational  effort,  it  should  be  remembered 
that  many  incentives  so  prominent  in  the  others  have  here  been 
lacking.  Music  has  not  been  considered  so  vital  a part  of  the  political, 
moral,  and  social  life  of  the  nation  as  those  arts  upon  which  depends 
the  earning  capacity  of  individuals.  Not  only  were  its  exponents 
compelled  to  clarify  their  own  views  concerning  its  purposes  and 
methods,  to  find  themselves,  in  short,  but  also  to  make  head  against 
a public  opinion  dominated  by  strong  utilitarian  ideals.  The  absence 
of  unifying  agencies  has  weakened,  and  too  often  nullified,  the 
efforts  of  musicians,  leaving  them  solitary  and  unsupported  in 
their  attempts  to  build  up  an  educational  music  system.  Yet, 
unsatisfactory  as  are  many  present  conditions,  the  change  from 
the  unmusical  psalm  singing  of  the  Puritans,  the  ambitious  rather 
than  musically  satisfying  concert  performances  of  fifty  years  ago, 
and  the  low  state  of  musical  taste  of  a large  part  of  the  nineteenth 
century,  to  the  artistic  concerts,  the  immense  attendance  upon 
public  performances,  and  the  higher  state  of  musical  culture  and 
critical  acumen  of  the  people  now  witnessed,  is  indicative  of  a long 
stride  forward. 

WORKS  ON  THE  HISTORY  OF  MUSIC  IN  AMERICA. 

Those  who  wish  to  investigate  more  fully  the  growth  of  music  and 
music  education  in  the  United  States  are  referred  to  the  following 
publications,  and  to  the  list  of  works  on  music  education  on  pages  83-84 : 
Brooks,  Henry  Mason.  Olden-tiine  music;  a compilation  from  newspapers  and  books. 
With  an  introduction  by  Professor  Edward  S.  Morse.  . . . Boston,  Ticknor  and 
company,  1888.  [ix]  xx,  283  p.,  front.,  ill  us.  12°. 

“The  design  of  this  work  is  to  give  somo  account  of  music  in  ‘yo  olden  time’  In  New  Eng- 
land.”—Pref. 


RESULTS  OF  THE  INQUIRY. 


17 


Elson,  Louis  Charles.  The  history  of  American  music.  With  twelve  full-page  photo- 
gravures and  one  hundred  and  two  illustrations  in  the  text.  New  York,  Lon- 
don, The  Macmillan  company,  1904.  xiii,  380  p.,  incl.  illus.,  plates,  ports., 
front.  4°.  (The  history  of  American  art,  ed.  by  J.  C.  Van  Dyke.) 

“ General  bibliography,”  pages  367-368. 

[Howe,  Granville  L.]  ed.  A hundred  years  of  music  in  America.  An  account  of 
musical  effort  in  America  during  the  past  century  . . . together  with  historical 
and  biographical  sketches  of  important  personalities.  W.  S.  B.  Mathews, 
associate  ed.  Chicago,  G.  L.  Howe,  1889.  ix,  6-715  p.,  illus.  (incl.  ports., 
facsims.).  8°. 

Music  Teachers’  National  Association.  Papers  and  proceedings,  28th  annual  meeting, 
Oberlin,  Ohio,  June  26-29,  1906.  [Hartford,  Conn.]  published  by  the  associ- 
ation, 1906.  200  p.  8°. 

29th  annual  meeting,  Columbia  University,  New  York  City,  Dec.  27-31, 1907. 

[Hartford,  Conn.]  published  by  the  association,  1908.  284  p.  8°. 

Ritter,  Frederic  Louis.  Music  in  America.  New  ed.,  with  additions.  New  York, 
C.  Scribner’s  sons,  1890.  xiv,  521  p.  8°. 

“Musical  examples,”  pages  508-513. 

Ryan,  Thomas.  Recollections  of  an  old  musician.  New  York,  E.  P.  Dutton  & Co., 
1899.  xvi,  274  p.,  pi.,  port.  8°. 

Sonneck,  Oscar  George  Theodore.  Early  concert-life  in  America  (1731-1800).  Leip- 
zig, Breitkopf  & Hartel,  1907.  338  p.  4°. 

Bibliographical  footnotes. 


II.— RESULTS  OF  THE  INQUIRY. 

The  statistical  tables  contained  in  this  work  are  based  on  question- 
naires sent  out  by  the  Bureau  of  Education  in  1907.  Replies  were 
received  from  1,088  institutions.  Of  these,  381  gave  no  information 
which  could  be  used,  or  were  not  organized  institutions;  112  colleges, 
normal  schools,  and  universities  reported  no  music  departments 
maintained;  the  remaining  595  furnished  more  or  less  completely  the 
information  desired.  Financial  statements  were  not  made  by  348  of 
this  number.  The  resulting  statistics  have  been  classified  so  that  the 
tabulations  for  independent  schools  of  music,  colleges  and  universities, 
colleges  for  women,  normal  schools,  and  secondary  schools  appear 
separately.  A study  of  tables  6,  7,  8,  9,  and  10  will  show  that  the 
most  important  institutions  in  each  class  are  represented.  With  per- 
haps two  or  three  exceptions,  all  the  leading  independent  schools  of 
music  are  included.  In  each  of  the  other  classes  institutions  most 
influential  in  educational  work  have  responded.  In  the  1906  Report 
of  the  Commissioner  of  Education,  577  institutions  of  higher  education, 
not  including  schools  of  technology,  are  reported  as  replying  to  the 
inquiries  of  the  Bureau.  Two  hundred  and  eight  of  these  institutions, 
including  those  of  highest  rank,  have  responded  to  this  first  specific 
inquiry  for  detailed  statistics  regarding  music  instruction.  It  is  fair 
to  believe,  therefore,  that  the  statistics  herein  given  truthfully  reflect 
the  conditions  now  existing  in  organized  music  education. 

50743—08 2 


18 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


INCORPORATION  OF  SCHOOLS. 

It  will  be  noted  that  of  the  595  schools  reporting,  281  are  incorpo- 
rated, 170  not  incorporated,  and  144  do  not  reply  to  this  question. 
The  following  table  gives  this  information  in  detail : 


Class  of  institutions. 

Incorpo- 

rated. 

Not 

incorpo- 

rated. 

Not 

report- 

ing. 

Total. 

Independent  schools  of  music 

24 

34 

3 

61 

Colleges  and  universities 

65 

37 

49 

151 

Colleges  for  women 

48 

2 

7 

57 

Normal  schools 

30 

29 

29 

98 

Secondary  schools 

114 

68 

46 

228 

Total 

281 

170 

144 

595 

In  schools  which  are  not  incorporated  the  financial  management  is 
usually  in  the  hands  of  the  director  or  proprietor.  In  the  majority 
of  cases  the  director  and  proprietor  are  one. 


INSTRUCTORS  AND  SUBJECTS  TAUGHT. 

The  total  number  of  instructors  in  independent  music  schools  report- 
ing is  607.  The  number  in  each  school  varies  from  one  to  fifty-six. 
In  many  schools  specialists  and  lecturers  are  called  upon  for  special 
instruction,  giving  only  a few  hours  a week  to  the  institution.  The 
hours  per  week  devoted  to  their  respective  schools  by  individual 
instructors  range  from  two  to  sixty.  The  average  number  for  each 
instructor  in  the  schools  reporting  is  twenty.  The  subjects  taught 
refer  mainly  to  performance  and  composition  and  professional  train- 
ing. The  various  instruments,  voice  culture  and  singing,  and  theo- 
retical subjects,  with  more  or  less  attention  to  esthetics,  comprise  their 
curricula.  In  the  largest  conservatories  modern  languages  are  taught 
as  a part  of  courses  in  singing,  and  dramatic  action  and  operatic  rep- 
ertoire are  given  considerable  attention.  Technique,  interpretation, 
and  repertoire  are  the  chief  desiderata. 

Of  334  universities  and  colleges  for  both  sexes  and  colleges  for 
women  responding  to  the  inquiry,  95  report  no  departments  of  music. 
In  many  of  these  glee  clubs  and  orchestras  are  maintained  by  the 
students,  but  no  specific  instruction  is  given.  The  number  of  instruct- 
ors engaged  in  208  of  these  institutions  is  974.  The  number  of  hours 
per  week  devoted  by  each  to  instruction  ranges  from  two  to  forty. 
The  majority  give  practically  their  entire  time  to  the  institution  with 
which  they  are  connected.  The  average  number  of  hours  per  week 
for  each  instructor  is  twenty  and  one-half. 

The  subjects  taught  are  the  same  as  in  independent  schools  of  music. 
Instruction  is  given  in  practical  music,  from  elementary  work  to 
concert  playing  and  singing,  theoretical  subjects,  history  of  music, 
and  esthetics,  While  each  is  organically  connected  with  its  college  or 


RESULTS  OF  THE  INQUIRY. 


19 


university,  educationally  the  tie  binding  them  in  the  majority  of 
cases  is  elastic,  and  they  are  managed  as  independent  music  schools, 
with  the  same  musical  aims  and  ideals.  In  universities  and  colleges 
of  the  highest  grade,  however,  theoretical  subjects,  including  har- 
mony, counterpoint,  canon,  fugue,  and  composition  are  the  institu- 
tional courses,  practical  music  being  totally  ignored  in  some,  and  only 
incidentally  cultivated  in  others.  In  them,  as  well  as  in  a consider- 
able number  of  smaller  institutions,  musical  appreciation,  including 
form  and  analysis,  is  offered  as  a regular  course. 

Replies  were  received  from  130  normal  schools,  98  giving  statistics 
which  could  be  embodied  in  this  report.  Vocal  music,  with  especial 
reference  to  its  use  in  the  public  schools,  is  the  leading  subject, 
many  schools  maintaining  no  regularly  organized  music  departments. 
In  those  which  do,  the  subjects  and  methods  and  aims  of  instruction 
are  similar  to  those  in  the  institutions  already  mentioned.  Two  hun- 
dred and  twenty-five  instructors  are  reported  as  engaged  in  giving 
music  instruction  in  normal  schools. 

A statement  of  the  work  in  secondary  schools  would  be  a recapitu- 
lation of  what  has  already  been  said,  with  the  addition  that  the 
standards  of  excellence  and  efficiency  do  not  as  a rule  compare 
favorably  with  those  in  the  institutions  of  higher  education.  Of 
the  228  schools  reporting,  46  per  cent  employ  one  or  two  instructors 
whose  entire  time  is  given  to  the  institution  and  whose  duties  are  to 
give  instruction  in  piano,  singing,  organ,  violin,  and  theory.  There 
are  schools  among  the  number  reporting  which  have  well-organized 
departments  and  well  conceived  courses  of  study.  In  some  mention 
is  made  of  the  advantages  accruing  from  the  study  of  music  in  con- 
nection with  subjects  in  the  literary  departments,  and  in  a few 
instances  the  completion  of  a high-school  course  of  at  least  three  years 
is  required  before  graduation  in  music.  Attention  here,  as  in  many 
institutions  in  the  other  classes,  is  directed  mainly  to  performance, 
with  some  emphasis  on  theoretical  subjects.  The  number  of  instruc- 
tors reported  is  700. 


STUDENTS  ENROLLED. 

The  total  number  of  students  enrolled  is  77,359.  According  to 
the  Report  of  the  Commissioner  of  Education,  the  enrollment  of  stu- 
dents in  colleges  and  universities  for  1907  was  149,700.  The  enroll- 
ment of  music  students  in  208  of  these  institutions  was  26,743,  over 
17  per  cent  of  the  entire  number.  Entrance  requirements  exist  in 
very  few  instances.  The  shortest  period  for  which  students  are 
received  is  five  weeks  in  certain  of  the  independent  schools.  The 
majority  of  schools  do  not  receive  students  for  a shorter  period  than 
ten  weeks.  In  colleges  and  universities  the  shortest  period  is  one 


20 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


term  or  semester.  The  following  table  gives  the  number  of  music 
instructors  and  students  in  1907,  and  the  number  of  graduates  and 
students  receiving  certificates  in  the  last  five  years: 


Class  of  institutions. 

i 

Schools 

report- 

ing. 

Instruc- 

tors. 

Students. 

Graduates 
in  last  5 
years. 

Students 
receiving 
certificates 
in  last  5 
years. 

Independent  schools  of  music 

61 

607 

17, 122 
18,971 
7,772 
18,994 

1,962 

1,652 

1,971 

633 

Colleges  and  universities 

151 

680 

Colleges  for  women 

57 

294 

491 

323 

Normal  schools 

98 

225 

653 

86 

Secondary  schools 

228 

700 

14,500 

634 

636 

Total 

595 

2,506 

77,359 

5,392 

3,649 

NATURE  AND  SCOPE  OF  SUBJECTS. 

An  examination  of  the  music  courses  offered  by  the  institutions 
replying  to  this  inquiry  classifies  them  into — 

Theoretical  and  aesthetic  courses, 

Practical  or  applied  courses, 

Cultural  courses. 

To  the  first  class  belong  all  such  subjects  as  foundation  principles, 
harmony,  counterpoint,  canon,  fugue,  composition,  form,  history  of 
music,  and  orchestration;  to  the  second,  all  courses  in  the  mastery 
of  any  instrument  and  of  singing,  and  to  the  third,  those  courses 
offered  for  the  purpose  of  developing  an  appreciation  of  music, 
including  foundation  principles,  enough  of  the  grammar  and  form  of 
music  to  give  an  understanding  of  its  structure,  history,  and  analysis 
of  compositions. 

The  scope  of  these  courses  varies  with  the  resources  and  serious- 
ness of  purpose  of  the  institutions  offering  them.  In  those  of  the 
highest  rank,  they  are  well  planned,  carefully  coordinated,  and  thor- 
oughly carried  out.  In  independent  schools  of  music  there  are  no 
entrance  requirements.  In  a number  of  leading  colleges  a knowledge 
of  rudiments  is  demanded  as  an  entrance  requirement.  As  has 
already  been  indicated,  in  a large  majority  of  institutions  the  courses 
in  practical  music  occupy  the  foremost  place  in  the  curriculum. 
This  is  so  largely  the  case  that  it  can  truly  be  said  that  the  nature 
and  scope  of  music  education  is  still  chiefly  confined  to  the  develop- 
ment of  a greater  or  less  degree  of  virtuosity  in  performance,  with  a 
considerable  amount  of  attention  given  to  instruction  in  foundation 
arid  theoretical  principles.  Many  independent  schools  of  music,  it 
is  true,  and  a large  number  of  colleges  and  universities,  and  a smaller 
number  of  secondary  schools  demand  work  of  the  most  exacting 
nature;  their  courses  are  thorough,  comprehensive  within  their 
limits,  and  at  their  completion  reach  a high  standard  of  artistic 
excellence.  But  in  the  greater  number  of  institutions  of  all  classes 


ILLUSTRATIVE  CURRICULA. 


21 


the  coordination  of  courses  has  not  reached  so  satisfactory  a stage, 
and  performance  overshadows  all  else,  the  standards  here  also  differ- 
ing considerably. 

The  time  required  for  the  completion  of  these  courses  indicates 
their  nature  and  scope.  Some  institutions  offer  certificates  at  the 
end  of  two  years  of  instruction;  others  on  completion  of  a stated 
portion  of  the  regular  course  for  graduation.  Some  schools  name 
from  three  to  seven  years  as  necessary  for  graduation;  others,  again, 
give  no  time  limit,  setting  instead  a standard  of  accomplishment 
which  must  satisfactorily  be  met  before  graduation. 

ILLUSTRATIVE  CURRICULA. 

It  is  obvious  that  the  educational  value  of  a course  of  study  does 
not  lie  in  a statement  of  its  requirements,  however  comprehensive 
and  systematic  that  may  be.  A paper  course  may  be  a model  of 
excellence,  but  unless  its  provisions  are  properly  carried  out  and  its 
requirements  strictly  met,  its  worth  educationally  is  nil.  It  is  cer- 
tain that  too  great  differences  in  standards  exist  in  schools  offering 
practically  the  same  courses.  Hence  the  mere  cataloguing  of  courses 
is  not  a criterion  as  to  the  educational  status  of  the  schools  offering 
them.  Yet  the  following  curricula,  offered  by  representative  insti- 
tutions, whose  standing  is  such  as  to  assure  intelligent  enforcement 
of  course  requirements,  are  significant  as  showing  the  care  which  is 
being  taken  by  institutions  of  serious  purpose  to  properly  coordinate 
the  various  branches  of  musical  instruction  into  a comprehensive 
educational  scheme.  The  fact  that  these  curricula  are  typical  is 
indicative  of  widespread  efforts  on  the  part  of  musical  educators  to 
provide  such  schemes  of  music  education,  and  gives  evidence  of  a pur- 
pose which,  in'  time,  must  also  bring  about  a greater  uniformity  of 
standards. 

The  curricula  cited  are  offered  by  certain  universities  and  colleges 
and  independent  music  schools  representative  of  those  which  have 
replied  to  the  inquiries  of  this  investigation.  They  illustrate  the 
purely  theoretical  courses  offered  by  institutions  which  do  not  give 
instruction  in  practical  music  and  by  those  which  combine  theory 
and  practice.  The  curricula  from  independent  music  schools  are 
from  a metropolitan  conservatory  with  ample  resources  and  from  a 
smaller  school,  located  in  a small  city,  which  is  typical  of  the  larger 
number  of  such  institutions.  Entrance  requirements  are  given 
where  such  exist,  and  the  entrance  requirements  of  one  institution, 
which  stands  almost  alone  in  this  particular,  are  given  in  full. 

The  first  two  courses  are  offered  by  independent  schools  of  music — 
the  first  by  one  with  a good  endowment  and  large  receipts  from 
tuition;  the  second  from  a conservatory  which  is  dependent  upon 
its  tuition  fees  alone  for  support. 


22 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


CURRICULUM  NO.  1. 

LIST  OF  SUBJECTS  TO  BE  TAUGHT. 

Acoustics. 

Conducting. 

Elements  of  music  (notation,  rhythm,  etc.). 

Ensemble  playing. 

History  and  aesthetics  of  music. 

Interpretation,  instrumental  and  vocal. 

Languages  in  their  relation  to  music. 

Music  dictation. 

Music  form  and  analysis. 

Music  pedagogy  in  all  its  branches. 

Opera  singing. 

Oratorio  singing. 

Organ  playing. 

Organ  structure. 

Pianoforte  playing. 

Score  reading  and  playing  from  the  old  clefs. 

Sight  singing  and  sight  playing. 

Song  singing. 

Stage  deportment  and  dramatic  action. 

Stringed-instrument  playing  (violin,  viola,  violoncello,  double  bass,  and  harp). 

Theory:  Harmony,  counterpoint,  and  composition. 

Vocal  culture. 

Wind-instrument  playing  (clarinet,  oboe,  horn,  trumpet,  flute,  etc.). 

COURSES  OF  STUDY. 

All  regular  students  will  be  required  to  follow  a prescribed  course  of  study  designed 
to  impart  a broad  and  liberal  knowledge  of  the  art.  It  is  not  the  wish  that  instruction 
shall  be  given  only  to  persons  who  intend  to  follow  music  as  a vocation.  A thorough 
musical  education  is  offered  to  all  who  desire  seriously  to  learn  the  art,  be  their  pur- 
poses what  they  may.  There  are  regular  and  special  courses  in  each  branch  of  study. 
For  the  former,  no  formal  entrance  examination  is  required.  Applicants  are  examined, 
but  solely  with  a view  to  assigning  them  to  the  course  of  study  for  which  they  seem 
best  fitted.  Nevertheless,  should  students,  in  the  regular  courses,  through  want  of 
capacity  or  industry,  fail  to  disclose  satisfactory  results,  they  will  not  be  allowed  to 
continue  their  studies.  In  order  to  be  admitted  to  the  special  or  artists’  courses, 
applicants  must  satisfy  the  director  as  to  the  deglee  of  proficiency  already  attained, 
and  if  deemed  necessary  by  him  must  pass  an  examination.  The  institute  also 
provides  a course  of  study  for  persons  who  do  not  play  upon  an  instrument  of  music, 
sing,  or  compose,  but  who  are  lovers  of  music  and  wish  to  enhance  their  enjoyment 
of  it  by  learning  to  listen  to  it  discriminatingly,  with  understanding  and  appreciation 
of  its  beauties.  Such  listening  is  also  an  art  capable  of  cultivation. 

The  duration  of  the  courses  of  study  varies  according  to  their  nature  and  the  rate 
of  progress  made  by  the  student.  Instruction  is  individual,  but  there  is  also  class 
work,  so  that  each  student  has  the  benefit  of  the  instructor’s  criticisms  of  his  fellows. 

The  amount  of  time  which  a student  of  any  of  the  principal  courses  is  expected  to 
spend  at  the  school  differs  according  to  the  nature  of  the  course  and  the  grade  of  the 
student.  As  a rule,  he  will  attend  two  whole  forenoons  or  afternoons  per  week,  with 
now  and  then  an  additional  hour  for  special  lectures,  etc.  This  time  would  include 
two  half-hour  individual  lessons  in  the  principal  subject.  In  addition  to  this,  there 
would  be  at  least  one  hour  of  harmony  or  counterpoint,  one  hour  of  ear  training  and 
dictation,  one  hour  of  sight  and  choral  singing,  and  one  or  two  hours  for  lectures. 


ILLUSTRATIVE  CURRICULA.  23 

Attendance  at  recitals,  rehearsals,  etc.,  would  probably  add  an  hour  or  two  per  week 
to  those  enumerated  above. 

Additional  lectures  instituted  from  time  ta  time  will  be  open  to  all  regular  students 
without  extra  charge.  It  is  the  policy  of  this  school  to  open  as  many  avenues  of 
information  as  possible  to  all  its  students. 

EXAMINATIONS  AND  DISTINCTIONS. 

Examinations  will  be  held  at  stated  intervals,  and  students  will  be  rated  according 
to  their  ability  and  the  progress  they  have  made.  To  all  students  who  pass  satisfactorily 
the  final  examinations  in  the  prescribed,  or,  as  they  have  been  termed  herein,  “ regu- 
lar,” courses  of  instruction,  diplomas  will  be  issued.  Students  completing  any  one  of 
the  special  courses  will  receive  a certificate.  Teachers’  certificates  will  be  bestowed 
upon  all  students  who  shall  successfully  pass  through  any  one  of  the  teachers’  training 
courses.  Holders  of  diplomas  will  form  the  alumni  and  alumnse  of  the  institute; 
holders  of  certificates  will  be  termed  associates. 

The  courses  have  been  outlined  as  follows: 

SINGING. 

REGULAR  COURSE.  THREE  YEARS. 

Vocal  culture — tone  placing,  vocalises,  interpretation. 

Ear  training — sight  singing,  music  dictation,  choral  practice. 

Elements  of  music — notation,  intervals,  rhythm,  etc. 

Theory  of  music — melody  writing,  harmony,  form,  analysis,  counterpoint. 

Piano  playing — for  general  musicianship. 

Languages — Italian,  German,  French. 

Attendance  on  lectures,  recitals,  rehearsals,  and  concerts. 

ARTISTS’  COURSE  FOR  CONCERT  AND  ORATORIO. 

( Post-graduate .) 

Songs — Italian,  German,  and  French. 

Recitative  and  aria. 

Study  of  the  standard  oratorios. 

Advanced  theory. 

Languages — Italian,  German,  and  French. 

Declamation  and  stage  deportment. 

Ensemble  singing,  with  other  solo  voices,  chorus,  and  orchestra. 

Attendance  on  lectures,  recitals,  rehearsals,  and  concerts. 

artists’  course  for  opera. 

( Post-graduate .) 

Study  of  the  standard  operas,  old  and  new. 

Advanced  theory. 

Languages — Italian,  German,  and  French. 

Declamation. 

Stage  deportment  and  dramatic  action. 

Chorus  and  ensemble  practice. 

special  training  course  for  teachers. 

( Post-graduate .) 

Vocal  culture. 

Ear  training — sight  singing,  music  dictation,  choral  practice. 

Advanced  theory. 

Languages — Italian,  German,  and  French. 

Pedagogy. 

Anatomy  of  the  vocal  organs. 

Attendance  on  lectures,  recitals,  rehearsals,  and  concerts. 


24 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


PIANOFORTE. 

REGULAR  COURSE.  THREE  TEARS. 

The  piano — technic,  touch,  phrasing,  interpretation,  etc. 

Ear  training — sight  singing,  music  dictation,  choral  practice. 

Elements  of  music — notation,  intervals,  rhythm,  etc. 

Theory  of  music — melody  writing,  harmony,  form,  analysis,  counterpoint. 
Sight  playing — ensemble  practice  with  two  pianos  and  with  strings. 
Attendance  on  lectures,  recitals,  rehearsals,  and  concerts. 

ARTISTS’  COURSE. 

( Post-graduate .) 

The  piano — technic,  touch,  phrasing,  advanced  interpretation. 

Advanced  theory. 

Ensemble  playing  in  chamber  music  and  with  orchestra. 

Attendance  on  lectures,  recitals,  rehearsals,  and  concerts. 

SPECIAL  TRAINING  COURSE  FOR  TEACHERS. 

{Postgraduate. ) 

The  piano — technic;  touch,  phrasing,  interpretation,  etc. 

Ensemble  playing. 

Advanced  theory. 

History  of  the  pianoforte  and  its  music. 

Pedagogy. 

Practical  experience  in  preparatory  teaching. 

Attendance  on  lectures,  recitals,  rehearsals,  and  concerts. 

ORGAN. 

REGULAR  COURSE,  THREE  TEARS. 

The  organ — technic,  touch,  phrasing,  interpretation,  registration. 

Ear  training — sight  singing,  music  dictation,  choral  practice. 

Elements  of  music — notation,  intervals,  rhythm,  etc. 

Theory  of  music — melody  writing,  harmony,  form,  analysis,  counterpoint. 
Organ  structure. 

Organ  accompaniment. 

Attendance  on  lectures,  recitals,  rehearsals,  and  concerts. 

STRINGED  INSTRUMENTS:  VIOLIN,  VIOLA,  VIOLONCELLO,  HARP. 
REGULAR  COURSES,  THREE  TEARS. 

The  instrument — its  technic,  phrasing,  interpretation,  etc. 

Ear  training — sight  singing,  music  dictation,  choral  practice. 

Elements  of  music — notation,  intervals,  rhythm. 

Theory  of  music — melody  writing,  harmony,  form,  analysis,  counterpoint. 
Piano  playing — for  general  musicianship. 

Ensemble  playing. 

Attendance  on  lectures,  recitals,  rehearsals,  and  concerts. 

ARTISTS’  COURSES. 

( Postgraduate, .) 

The  instrument — advanced  technic  and  interpretation. 

Advanced  theory. 

History  of  the  instrument  and  of  its  music. 

Study  of  chamber  music. 

Ensemble  playing  with  orchestra. 

Attendance  on  lectures,  recitals,  rehearsals,  and  concerts. 


ILLUSTRATIVE  CURRICULA. 


25 


SPECIAL  TRAINING  COURSES  FOR  TEACHERS. 

( Postgraduate .) 

The  instrument — its  technic  from  the  normal  standpoint. 
Practical  experience  in  preparatory  teaching. 

Advanced  theory. 

Pedagogy. 

History  of  the  instrument  and  of  its  music. 

Study  of  chamber  music  and  ensemble  playing. 
Attendance  on  lectures,  recitals,  rehearsals,  and  concerts. 


ORCHESTRA  COURSES. 


Courses  for  all  orchestra  instruments  and  under  teachers  representative  of  the  best 
French,  Belgian,  German,  and  Italian  schools  have  been  established.  They  include 
the  following  instruments: 


Double  bass. 

Bassoon. 

Clarinet. 

Flute. 

All  percussion  instruments. 


Horn. 

Oboe. 

Trombone. 

Trumpet. 

Other  wind  instruments. 


In  each  case  the  prescribed  course  covers,  in  addition  to  the  principal  subject: 
Ear  training — sight  singing,  music  dictation,  etc. 

Elements  of  music — notation,  intervals,  rhythm. 

Theory  of  music — melody  writing,  harmony,  counterpoint,  foim,  analysis. 
Ensemble  playing — orchestra  practice. 

Attendance  on  lectures,  recitals,  rehearsals,  and  concerts. 


POSTGRADUATE  COURSE  IN  THEORY. 


Music  form. 

Music  analysis. 

Applied  counterpoint. 

Practical  composition  in  all  forms. 


Double  counterpoint. 
Fugue. 

Instrumentation . 


Score  reading,  vocal  score  in  the  old  clefs,  orchestra  score. 


PREPARATORY  CLASSES. 

Under  the  supervision  of  the  principal  teachers,  students  in  the  special-training 
courses  for  teachers  (piano  pr  strings)  will  give  lessons,  designed  to  familiarize  them 
with  the  practical  work  of  teaching  elementary  pupils  who  are  not  yet  members  of  the 
regular  or  special  courses.  The  preparatory  courses  are  open  to  persons  of  all  ages 
and  both  sexes,  and  will  prepare  them  for  admission  to  the  regular  courses. 

LECTURE  COURSE. 

Subscribers  to  the  lecture  course  have  the  right  to  attend  all  the  lectures  and  recit- 
als given  at  the  institute. 

Following  are  the  subjects  for  the  current  year: 

The  Beethoven  symphonies. 

The  development  of  vocal  art. 

How  to  listen  to  music. 

The  history  of  music. 

Music  as  a culture  study,  its  individual  and  community  value. 

This  lecture  course  is  specially  designed  for  persons  who  wish  to  increase  their 
capacity  for  musical  enjoyment  without  making  a practical  study  of  the  art.  The 


26 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


lectures  are  illustrated  by  the  performance  of  music  of  the  highest  and  most  repre- 
sentative kind.  It  is  not  enough  to  read  about  music,  or  hear  about  it,  or  even  to  hear 
it  in  a purposeless  way.  It  must  be  heard  intelligently  to  be  fully  appreciated ; and 
it  is  the  purpose  of  this  course  to  teach  students  to  listen  intelligently. 

This  curriculum,  offered  by  a school  of  music  well  able  to  carry  out 
its  provisions,  is  a careful  attempt  to  properly  coordinate  the  various 
subjects  germane  to  the  complete  music  education  of  teacher,  per- 
former, or  composer. 


CURRICULUM  NO.  2. 

The  following  courses  are  from  the  catalogue  of  a conservatory 
which  is  a type  of  many  scattered  throughout  various  sections  of  the 
United  States.  Its  support  is  derived  solely  from  its  tuition  fees. 
With  a still  larger  number  of  conservatories  whose  resources  are  smaller 
it  represents  the  predominating  class  of  independent  music  schools. 

PURPOSE  OP  INSTRUCTION. 

It  will  be  the  constant  endeavor  of  our  instructors  in  music  and  drama  not  only  to 
ground  pupils  thoroughly  in  the  theory  of  their  art  but  to  give  them  a finish  in  execu- 
tion. Whether  students  take  up  their  work  purely  from  a motive  of  self-culture  or  for 
a professional  career,  the  method  of  instruction  should  be  the  same.  The  demand 
to-day  is  for  practical  results,  and  we  need  public  criticism  to  ascertain  our  true  merit. 
For  this  reason  our  pupils  will  be  called  upon  often  to  appear  before  audiences. 

COURSES  OP  STUDY. 

The  conservatory  offers  systematic  courses  of  instruction  in  piano,  voice  culture, 
organ,  violin,  violoncello,  and  orchestral  instruments,  in  orchestral  and  ensemble 
playing;  all  theoretical  branches;  art  of  conducting  and  history  of  music,  and  in 
the  art  and  science  of  teaching.  They  comprise  five  distinct  departments  of  study,  as 
follows: 

1.  Introductory  course  or  general  musical  instruction. 

2.  Advanced  course. 

3.  Teachers’  course. 

4.  Diploma  course. 

5.  Postgraduate  course. 

INTRODUCTORY  COURSE. 

This  course  is  open  to  any  student  wishing  to  pursue  musical  study  without  reference 
to  graduation,  or  to  prepare  for  either  of  the  more  advanced  courses  offered.  No  pre- 
vious knowledge  of  music  is  required.  This  course  includes  the  elementary  classes  in 
which  children  from  seven  years  upward  are  taught  the  principles  of  music  in  such 
a manner  as  to  stimulate  true  musical  appreciation  and  to  lay  the  foundation  for  the 
more  advanced  work  in  vocal  and  instrumental  music. 

ADVANCED  COURSE. 

This  course  is  especially  offered  to  advanced  students.  Applicants  must  have  had 
musical  training  and  evince  sufficient  ability  to  insure  progress  in  their  work. 

% teachers’  course. 

The  preparation  of  teachers  being  so  important  to  every  successful  school,  a special 
course  of  study  calculated  to  give  a thorough  training  in  methods  of  teaching  has  been 


ILLUSTRATIVE  CURRICULA,  27 

introduced.  A special  teachers’  certificate  will  be  given  to  those  students  who  have 
satisfied  the  following  conditions: 

Candidates  for  graduation  are  required  to  have  sufficient  mastery  of  some  instru- 
ment or  the  art  of  singing  to  give  a private  recital ; have  pursued  studies  in  the  art  of 
teaching,  and  had  practical  experience  in  teaching  under  the  supervision  of  their 
teacher  for  at  least  one  year.  The  theoretical  requirements  for  this  course  are  the 
same  as  in  the  diploma  course. 

DIPLOMA  COURSE. 

The  diploma  course  is  open  to  any  person  who  is  qualified  to  pursue  more  advanced 
studies.  It  furnishes  thorough  training  for  entrance  into  professional  life,  although 
it  is  not  restricted  to  students  having  such  an  end  in  view.  No  prescribed  order  of 
study  is  laid  down,  as  the  varied  needs  of  the  students  demand  an  elasticity  in  the 
course  which  precludes  the  possibility  of  an  adequate  statement  of  required  work. 
The  student  has  to  pass  an  examination  so  arranged  as  to  demonstrate  artistic  skill  in 
performance  and  an  accurate  and  thorough  knowledge  of  the  theoretical,  historical, 
and  critical  aspects  of  music  as  an  art.  Candidates  must  give  a creditable  and  adequate 
public  performance  of  a programme  as  required  by  the  mentioned  models,  also  satis- 
factorily prepare  without  aid  a composition  given  fifteen  days  in  advance,  read  at 
sight  a composition  of  medium  difficulty,  and  pass  successfully  the  required  examina- 
tion in  theory  and  history  of  music. 

The  diploma  course  may  be  pursued  still  further,  and  for  such  advanced  work  a 
special  postgraduate  certificate  will  be  issued. 

POSTGRADUATE  COURSE. 

The  postgraduate  department  has  for  its  object  the  more  complete  development 
of  those  who  desire  to  prepare  themselves  for  positions  of  large  responsibility  in  the 
higher  walks  of  the  musical  profession. 

Candidates  for  admission  to  the  postgraduate  course  must  previously  have  com- 
pleted the  regular  course  in  the  conservatory,  and  have  received  its  diploma. 

VOICE  CULTURE. 

Tone  work — physiology,  breath  control,  voice  placing. 

Enunciation — attack,  release,  vibration,  legato.  (Vowels,  diphthongs,  and  conso- 
nants.) 

Sight  singing — staff  notation,  rhythm,  ear  training,  harmony. 

Repertoire — interpretation  and  classification. 

SONG,  ORATORIO  AND  OPERA  COACHING. 

Pupils  desiring  to  acquire  the  true  rendition  in  oratorio  solo  singing,  as  exemplified 
in  the  interpretation  of  the  great  singers  and  conductors,  can  secure  the  necessary 
knowledge  and  thus  equip  themselves  for  public  performances. 

ENSEMBLE  CLASSES. 

Students  who  have  acquired  fluency  and  experience  in  piano,  violin,  or  violoncello 
playing  are  most  earnestly  advised  to  enter  one  of  the  ensemble  classes,  thus  gaining 
experience  in  ensemble  playing  and  accompaniments  and  acquiring  a knowledge 
of  the  best  chamber  music  and  other  instrumental  compositions. 

SIGHT-READING  AND  SIGHT-SINGING  CLASSES. 

These  classes  afford  to  pupils  an  excellent  practice  in  reading  at  sight,  develop  the 
sense  of  rhythm,  give  experience  in  ensemble  work,  and  familiarize  the  student  with 
the  compositions  of  the  great  masters. 


28 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


EXAMINATION  FOR  DIPLOMAS. 

Graduating  diplomas  are  awarded  to  students  who  hav.e  studied  at  the  conservatory 
and  who  successfully  pass  the  examination  which  the  graduating  rules  of  the  conserva- 
tory demand. 

The  following  examinations  will  be  required : 

Piano. — Performance  of  a composition  given  fifteen  days  in  advance  and  prepared 
by  candidate  without  assistance. 

Reading  at  sight. 

Elementary  theory. 

Advanced  theory  (at  least  one  year’s  study). 

History  of  music. 

Acceptable  performance  of  five  complete  compositions  from  the  works  of  standard 
composers,  including  a concerto. 

Voice. — Rendition  of  a composition  given  eight  days  in  advance  and  prepared  by 
candidate  without  assistance. 

Rendition  at  first  sight  of  a composition  (words  and  music). 

Rendition  from  memory  of  one  or  more  selections  from  a repertory  of  six  belonging 
to  the  oratorio,  opera,  or  song  literature. 

Elementary  theory. 

Advanced  theory  (at  least  one  year’s  study). 

History  of  music. 

Fair  piano  technique. 

Violin  and  other  orchestral  instruments. — Performance  of  a composition  given  fifteen 
days  in  advance  and  prepared  by  candidate  without  assistance. 

Performance  of  a composition  at  sight. 

Elementary  theory. 

Advanced  theory  (at  least  one  year’s  study;. 

History  of  music. 

Performance  of  a composition  from  a repertory  of  six. 

Organ. — Performance  of  a composition  given  fifteen  days  in  advance  and  prepared 
by  candidate  without  assistance. 

Elementary  theory. 

Advanced  theory  (at  least  one  year’s  study). 

History  of  music. 

The  candidate  must  give  an  acceptable  performance  from  a repertory  of  six  compo- 
sitions. 

MODEL  FOR  GRADUATION. 

PIANOFORTE. 

Bach — prelude  and  fugue. 

Moscheles — concerto  in  G minor. 

Beethoven — sonata  Op.  26. 

Chopin — nocturne  in  F sharp,  fantasie  impromptu. 

Brahms — ballade  in  D,  intermezzo. 

Weber-Tausig — invitation  to  the  dance. 

VOICE. 

Arias  from  oratorios  and  operas. 

Group  of  songs  from  best  German  composers. 

Group  of  songs  from  best  Italian  and  French  composers. 

Group  of  songs  from  best  English  and  American  composers. 

Candidates  are  required  to  be  able  to  accompany  songs  of  medium  difficulty. 


Violin  and  organ  models  to  be  decided  by  the  directors  of  the  respective  departments. 


ILLUSTRATIVE  CURRICULA. 


29 


LECTURES  ON  HISTORY  OF  MUSIC. 

Our  free  list  further  includes  a course  on  history  of  music.  This  course  comprises  a 
series  of  lectures  in  which  a full  analysis  of  music  in  its  development  from  ancient 
times  to  the  present  day  will  be  given.  The  lectures  are  both  instructive  and  inter- 
esting. The  following  course  is  scheduled  for  this  year: 

1.  The  Chinese,  Japanese,  Hindoos,  and  Egyptians. 

2.  The  Hebrews,  Assyrians,  Arabs,  Greeks,  and  Romans. 

3.  Early  Christian  church  music.  Efforts  at  notation  and  part  singing.  Popular 
music  in  the  middle  ages:  The  troubadours,  minstrels,  minnesinger,  meistersinger. 

4.  Development  of  polyphony.  The  old  French  and  Netherland  schools.  Luther 
and  the  German  chorale. 

5.  The  classic  era  of  Italy.  The  different  schools.  Beginning  of  oratorio  and  opera. 
Instrumental  music  and  instruments. 

6.  The  old  French  opera.  Germany  under  Italian  influence.  Bach,  the  first  of  the 
German  classicists. 

7.  The  era  of  the  classic  composers  in  Germany.  The  development  of  the  pianoforte. 

8.  The  Romantic  school. 

9.  French  and  Italian  opera  during  the  last  two  centuries.  Wagner  in  Germany. 

10.  The  more  modern  composers,  singers  and  virtuosi.  American  music.  The 
status  at  present. 


The  curricula  Nos.  3 and  4 are  offered  by  universities  of  high  rank, 
the  first  giving  instruction  in  theoretical  subjects  only,  the  second 
having  a completely  equipped  school  of  music  and  giving  instruction 
in  both  theoretical  and  practical  music.  The  first  grants  credit  in 
music  both  at  entrance  and  toward  a degree;  the  second,  toward 
a degree  only. 

CURRICULUM  NO.  3. 

ENTRANCE  REQUIREMENTS  (HARMONY). 

The  examination  will  be  adapted  to  the  proficiency  of  those  who  have  studied  har- 
mony in  a systematic  course  of  three  lessons  a week  through  one  school  year.  In  this 
study  some  training  in  pianoforte  playing,  and  the  ability  to  read  chorals  and  moder- 
ately easy  piano  pieces  at  sight  are  necessary.  This  course  is  equivalent  to  music  1. 
The  work  will  consist  chiefly  of  exercises  written  on  figured  basses  in  which  all  the 
triads  and  seventh-chords  are  to  be  employed  progressively.  Exercises  must  be 
written  in  a clear  and  well-formed  notation. 

COURSES  IN  MUSIC. 

The  aim  of  the  courses  is  twofold : 

1.  To  provide  a thorough  training  for  students  who  intend  to  follow  the  musical 
profession  as  teachers  and  composers. 

2.  To  offer  a course  of  technical  study  to  those  who  wish  to  devote  themselves  chiefly 
to  musical  criticism  and  literature,  and  for  the  cultivation  of  musical  taste. 

Course  1 is  the  necessary  introduction  to  all  the  other  courses,  except  music  3. 
Proficiency  in  playing  the  pianoforte  is  of  great  advantage  to  the  student  in  all  the 
courses,  and  in  1,  2,  5,  6,  and  7 is  required.  Advanced  players  on  the  violin,  violoncello, 
and  other  orchestral  instruments,  and  vocalists,  may  take  music  1 , provided  they  are 
able  to  play  chord  exercises  on  the  piano. 

Courses  1,  2,  5,  and  6 must  follow  each  other  in  regular  order. 

Course  3 requires  practical  knowledge  of  vocal  or  instrumental  music. 


30 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


Courses  2,  2a,  2b,  and  4 require  knowledge  of  harmony. 

Courses  5 and  7 require  knowledge  of  harmony  and  counterpoint. 

Students  who  intend  to  take  only  one  course  in  music,  for  the  cultivation  of  musical 
taste  and  general  knowledge,  are  recommended  to  elect  music  3,  as  best  adapted  to 
this  end. 

Students  who  intend  to  specialize  in  music,  by  taking  several  courses,  or  to  try  for 
honors  in  music,  are  required  to  elect  music  1 in  their  first  year  in  college.  Students 
for  honors  must  take  the  courses  in  the  following  order: 

Freshman  year,  music  1. 

Sophomore  year,  music  2 and  4. 

Junior  year,  music  2 a or  26  and  5. 

Senior  year,  music  6 and  7. 

Music  3 must  be  taken  either  in  the  sophomore,  junior,  or  senior  year. 

Students  for  honors  in  music  who  enter  college  in  the  sophomore  year  must  take  the 
courses  in  the  following  order: 

Sophomore  year,  music  1 and  3. 

Junior  year,  music  2,  2 a or  26,  and  4. 

Senior  year,  music  5,  6,  and  7. 

Students  who  wish  to  try  for  honors  in  music  must  consult  with  their  instructor  in 
harmony  and  the  head  of  the  department  before  the  end  of  the  first  year. 

DESCRIPTION  OF  COURSES. 

1.  Harmony. 

The  fundamental  principles  of  the  theory  of  music  are  embodied  in  the  study  of 
harmony,  which  treats  of  the  different  chords  in  their  natural  relations  and  combina- 
tions. The  subdivisions  of  the  subject  are  as  follows:  Intervals,  or  the  measurement 
of  the  difference  in  pitch  between  one  tone  and  another;  triads,  seventh,  and  ninth 
chords  with  their  inversions  and  resolutions;  chromatically  altered  chords;  augmented 
chords;  cadences;  suspensions;  passing  and  changing  notes;  organ  point;  modulation. 

The  work  consists  of  written  exercises  on  basses  (both  figured  and  unfigured)  and  the 
harmonization  of  given  melodies  in  three  and  four  voices.  These  are.  corrected  by  the 
instructor  out  of  the  class  room  and  subsequently  discussed  with  the  students  indi- 
vidually. Many  exercises  are  also  worked  out  on  the  blackboard  by  the  sudents. 

Modern  Harmony,  by  Foote  and  Spalding,  is  used  as  the  basis  of  the  instruction. 
The  treatises  of  Prout,  of  Chadwick,  and  of  others  are  used  as  reference  books,  and 
supplementary  illustrations  and  explanations  are  given  in  the  class  room.  The  course 
is  open  and  specially  recommended  to  freshmen. 

2.  Counterpoint. 

Counterpoint  applies  the  principles  of  harmony  to  the  melodious  treatment  of  the 
several  voice  parts  in  combination.  The  study  of  this  subject  naturally  follows  that 
of  harmony  and  develops  the  contrapuntal  facility  necessary  to  all  forms  of  composition. 

The  work  will  include  the  free  harmonization  of  chorals  and  melodies,  the  various 
orders  of  counterpoint,  the  contrapuntal  treatment  of  cantus  firmus  in  different  voices, 
and  simple  forms  of  free  composition. 

Spalding’s  Counterpoint  will  be  used  as  a text-book. 

[2a  hf.  Vocal  counterpoint,  with  analysis  of  choral  works  of  the  great  composers.  ( Half 
course. )] 

This  course  is  supplementary  to  music  2.  Exercises  and  analyses  and  short  vocal 
compositions. 

Particular  attention  will  be  given  to  the  composition  of  original  pieces  in  the  various 
styles,  i.  e.,  for  men’s  voices,  for  women’s  voices,  for  mixed  chorus,  and  also  for  solo 
voice  with  accompaniment. 


ILLUSTRATIVE  CURRICULA. 


31 


[*2 b hf.  Medieval  or  modal  harmony  and  its  application.  (Half-course.)] 

The  object  of  this  course  is  to  give  a clear  understanding  of  modal  harmonization  as 
applied  to  the  accompaniment  of  plain  song,  and  to  prepare  the  student  for  the  intelli- 
gent study  of  the  contrapuntal  master  works  of  Palestrina  and  other  early  composers. 

The  course  is  open  to  students  who  have  a good  knowledge  of  harmony  and  counter- 
point, but  can  be  taken  only  with  the  consent  of  the  instructor. 

Text-book,  Niedermeyer’s  Gregorian  Accompaniment. 

Reference  books,  Dickinson’s  Music  in  the  History  of  the  Western  Church;  Haberl’s 
Magister  Choralis,  etc. 

3.  History  of  music  from  the  time  of  Palestrina  to  the  present  day.  Lectures , reading , and 

reports. 

This  is  a literary  course,  which  does  not  require  special  technical  skill;  it  is  open  to 
all  students  who  have  practical  knowledge  of  vocal  or  instrumental  music. 

Instruction  is  given  in  the  form  of  lectures.  The  growth  of  music  from  ancient  to 
modern  times  is  traced  in  outline,  including  the  history  of  early  church  music,  the 
origin  and  development  of  the  modern  scales  and  counterpoint,  and  the  choral  music 
of  the  early  Flemish  and  Italian  masters.  The  history  of  the  opera,  cantata,  and 
oratorio  is  studied  in  detail. 

Special  attention  will  be  given  to  the  compositions  of  the  great  masters  of  the 
eighteenth  and  nineteenth  centuries,  and  also  to  the  tendencies  in  the  development 
of  music  at  the  present  day. 

Vocal  and  instrumental  works  are  performed  in  the  class  room.  An  seolian  orches- 
trelle  is  also  used  to  illustrate  the  work  of  the  great  composers. 

The  following  text-books  are  recommended:  Dickinson,  The  Study  of  the  History 
of  Music;  Riemann’s  Musical  History  (Augener  & Co.,  London);  Ambros,  Geschichte 
der  Musik,  4 volumes  (Leipsic);  Von  Dommer,  Musik-Geschichte  (Hamburg);  Fetis, 
Histoire  de  la  Musique,  4 volumes;  Langhans,  History  of  Music  (Schirmer,  New 
York);  Naumann,  History  of  Music,  2 volumes  (London);  Bonavia  Hunt’s  History 
of  Music;  Rockstro,  History  of  Music  (Scribner  & Welford,  New  York);  Ritter’s 
Student’s  History  of  Music  (Ditson  Company);  Grove’s  Dictionary  of  Music  (Mac- 
millan & Co.);  Famous  Composers  and  their  Works  (J.  D.  Millet  Company,  Boston); 
Life  of  Mozart,  Jahn,  2 volumes  (Novello,  London);  Life  of  Bach,  Spitta,  3 volumes 
(Novello,  London);  Finck,  Life  of  Wagner  (Scribner,  New  York);  lives  of  Handel, 
Haydn,  Beethoven,  Schubert,  Schumann,  Wagner,  and  other  great  composers  (Mac- 
millan series). 

4.  Musical  form , with  analysis  of  the  works  of  the  great  composers , and  collateral  reading. 

This  course  requires  knowledge  of  harmony. 

A knowledge  of  musical  form  (or  thematic  construction)  is  essential  to  the  thorough 
understanding  and  appreciation  of  the  works  of  the  great  composers,  as  embodied  in 
their  symphonies,  overtures,  chamber  music,  sonatas,  etc. 

A selection  of  the  most  important  instrumental  works  of  Haydn,  Mozart,  Beethoven, 
Schubert,  Schumann,  Mendelssohn,  Chopin,  Liszt,  Brahms,  Tschaikowski,  and  other 
modern  masters  will  be  analyzed  by  the  students  and  played  on  the  pianoforte  in 
the  class  room  by  the  instructor  and  others.  An  seolian  is  used  in  the  performance 
of  symphonic  works. 

The  following  text-book  is  used:  Prout’s  Musical  Form. 

Collateral  reading  is  required  in  these  works:  Evolution  of  the  Art  of  Music,  Parry; 
The  Sonata  Form,  Hadow;  The  Pianoforte  Sonata,  Shedlock;  Beethoven  and  His 
Nine  Symphonies,  Grove. 

5.  Canon  and  fugue. 

Canon  and  fugue  are  the  most  advanced  forms  of  polyphonic  composition,  and 
require  a thorough  knowledge  of  harmony  and  counterpoint. 

The  object  of  this  course  is  to  perfect  the  contrapuntal  technique  of  the  student, 
and  to  prepare  him  for  the  study  of  the  larger  and  freer  forms  of  composition. 


32 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


The  work  will  be  based  largely  upon  the  fugal  works  of  Bach  and  will  consist  of 
practice  in  writing  canons  of  all  varieties,  and  in  the  analysis  and  composition  of 
fugues. 

There  will  also  be  practice  in  the  simpler  forms  of  free  music  for  voices  and  for 
various  instruments. 

Jadassohn’s  Canon  and  Fugue  (Breitkopf)  and  Prout’s  Canon  and  Fugue  are  recom- 
mended as  text-books. 

6.  Instrumentation. 

This  course  required  knowledge  of  harmony  and  counterpoint. 

The  work  of  this  course  consists  of:  1.  Lectures  on  the  characteristics  and  tone 
quality  of  the  various  orchestral  instruments.  2.  Analyses  and  descriptions  of  the 
most  important  (vocal  and  orchestral)  works  of  Handel,  Bach,  Haydn,  Gluck,  Mozart, 
Beethoven,  Schubert,  Schumann,  Mendelssohn,  Yon  Weber,  Berlioz,  Liszt,  Wagner, 
Brahms,  and  other  modern  composers.  3.  Exercises  in  orchestration,  with  various 
combinations  of  instruments,  strings,  wind,  and  brass.  For  this  purpose  chorals, 
national  airs,  and  short  selections  from  the  works  of  various  masters  will  be  used. 

The  services  of  professional  musicians  will  be  employed  in  the  class  room  to  exhibit 
the  tone  quality,  compass,  and  technical  peculiarities  of  the  string  and  wind  instru- 
ments of  the  modern  orchestra.  Original  compositions  scored  by  members  of  the 
course  will  be  played  in  rehearsal  by  the  orchestra  of  the  New  England  Conservatory, 
so  that  students  may  hear  the  effects  of  their  orchestration. 

The  following  text-books  are  used:  Prout’s  The  Orchestra,  2 volumes;  Berlioz’s 
Instrumentation  (Ditson  Company).  The  following  authors  will  also  be  referred  to: 
Gevaert,  Instrumentation  and  Orchestration  (Paris);  Marx,  Kompositions-Lehre, 
Volume  IV  (Leipsic);  Lobe,  Lelirbuch  der  Musikalischen  Komposition,  Volume  II 
(Leipsic);  Jadassohn’s  Instrumentation. 

7.  Free  composition. 

This  course  is  intended  primarily  for  those  students  who  are  specializing  in  music, 
and  can  only  be  taken  with  the  consent  of  the  instructor. 

It  will  consist  of  the  analysis  and  composition  of  chamber  and  orchestral  music. 
As  some  knowledge  of  orchestration  is  required,  it  must  be  preceded  by,  or  taken  in 
conjunction  with,  music  6.  Arrangements  have  been  made  whereby  successful 
compositions  may  be  performed. 

AUXILIARY  SUBJECTS. 

Students  of  music  are  strongly  advised  to  strengthen  their  work  in  music  by  pur- 
suing some  of  the  courses  in  German,  French,  and  Italian — on  account  of  the  im- 
portant musical  literature  in  these  languages — in  the  history  of  the  fine  arts,  and  in 
acoustics. 


degrees:  the  degree  of  bachelor  of  arts  with  distinction. 

The  degree  of  bachelor  of  arts  with  distinction  will  be  awarded  in  two  grades,  cum 
laude  and  magna  cum  laude.  The  requirements  in  music  will  be  as  follows: 

1.  Eight  approved  courses,  five  of  which  shall  be  in  music  (including  music  1,  2, 
5,  and  6),  and  three  in  modern  languages — German,  French,  or  Italian.  Those  who 
show  that  they  have  acquired  outside  the  college  course  a thorough  knowledge  of 
harmony  will  not  be  required  to  take  music  1.  The  same  rule  applies  to  music  2. 
Students  who  intend  to  become  candidates  should  confer  with  their  instructor  at 
the  opening  of  the  sophomore  year. 

2.  One  or  more  special  original  compositions  in  large  form  must  be  presented  to 
the  committee  before  May  10  of  the  senior  year.. 


ILLUSTRATIVE  CURRICULA. 


33 


HONORS. 

Honors  of  two  grades — honors  and  highest  honors — are  given  at  graduation  for 
great  proficiency  in  a department.  Honors  in  music  are  given  on  the  following  terms: 

1.  The  candidate  must  have  taken  all  the  courses  and  have  passed  all  the  exami- 
nations with  distinction. 

2.  He  must  present  original  compositions  in  strict  and  free  form. 

The  ability  to  read  French  and  German  is  required  of  candidates  for  honors  in 
music. 


CURRICULUM  NO.  4. 

There  are  two  general  courses  in  the  school  of  music,  viz,  (1)  the  collegiate  course 
and  (2)  the  academic  course. 

I.  The  collegiate  course. — In  this  course  the  requirements  for  admission  are  the 
same  as  for  the  general  courses  in  the  college  of  letters  and  science,  or  for  adult  special 
students,  together  with  such  proficiency  in  some  department  of  music  as  is  stated 
in  connection  with  the  outlined  courses  of  study.  A graduate’s  diploma  will  be 
granted  on  the  completion  of  this  course.  Four  years  of  study  are  required,  including 
the  courses  in  musical  theory,  harmony  (one  year),  and  history  of  music,  or  their 
equivalents. 

II.  The  academic  course. — This  course  is  open  to  persons  not  members  of  the  uni- 
versity, and  also  to  university  students  who  do  not  desire  to  enter  the  collegiate 
course  pursuant  to  graduation.  Students  of  this  course  may,  however,  be  admitted 
to  the  musical  classes  of  the  university,  but  will  not  be  considered  candidates  for 
graduation  or  for  a diploma.  If,  however,  at  any  time,  such  students  should  be  trans- 
ferred to  the  collegiate  course,  they  will,  on  satisfying  other  conditions,  receive 
credit  for  studies  previously  taken.  A certificate  of  excellence  will  be  granted  to 
worthy  students  of  this  course  on  examination,  after  not  less  than  three  years  of  study. 

I.  COLLEGIATE  COURSE. 

PIANO. 

The  courses  in  piano  and  singing  have  been  arranged  to  cover  a period  of  four 
years. 

Applicants  for  admission  will  be  expected  to  play  music  of  the  grade  of  Mozart’s 
Sonata  in  D major  No.  3,  Peters  edition;  Loeschhorn,  Op.  52  and  Op.  66;  Bach,  Little 
Preludes. 

First  year. — Heller,  Op.  46  and  45;  Czerny,  Studies  in  Velocity;  Jensen,  Op.  32; 
Bach,  Inventions  and  English  Suites. 

Second  year. — Bach,  Well-Tempered  Clavichord;  Kullak,  Octave  School,  Books  I 
and  II;  Cramer,  Studies;  Czerny,  Fingerfertigkeit;  Marmontel,  Mecanisme. 

Third  year. — Tausig,  Studies;  Kullak,  Book  III;  Gradus  ad  Parnassum,  first  half; 
Czerny,  Toccato;  Chopin, Preludes. 

Fourth  year. — Moscheles,  Op.  70;  Gradus  ad  Parnassum,  second  half;  Chopin, 
Etudes. 

It  is  not  supposed  that  a rigid  course  can  be  given  which  will  meet  the  requirements 
of  individual  students,  but  the  foregoing  outline  represents,  in  a general  way,  the 
character  of  each  year’s  work.  Etudes  especially  are  named,  because  they  indicate 
grade  and  character  of  requirements  more  clearly  than  can  be  done  otherwise.  On 
the  other  hand,  these  studies  are  supplemented  by  ample  selections  from  classic  and 
modem  authors  for  use  in  the  parlor  or  concert  room. 

50743—08 3 


34 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


Upon  graduation  students  will  be  expected  to  play  acceptably  from  memory  selec- 
tions of  the  grade  of  Chromatic  Fantasie  and  Fugue  by  Bach,  Sonata  Op.  90  by 
Beethoven,  Concerto  in  G minor  (one  movement)  by  Mendelssohn,  La  Fileuse  by 
Raff,  and  Second  Rhapsody  by  Liszt. 

ORGAN. 

No  previous  knowledge  of  organ  playing  is  required.  The  student  must  be  well 
grounded  in  piano  playing,  be  possessed  of  a correct  technique,  and  be  able  to  read 
plain  four-part  music. 

The  course  of  study  is  continuous,  beginning  with  Stainer’s  Organ  School  or  Whit- 
ing’s First  Six  Months  on  the  Organ,  and  following  with  the  larger  works  of  Rink 
and  Best,  supplemented  by  special  studies  by  Thayer,  Buck,  Ritter,  Schneider, 
Yolckmar,  and  others.  Selections  from  Bach’s  organ  works,  Mendelssohn’s  sonatas, 
and  the  compositions  of  modern  composers  are  used. 

Careful  training  is  given  in  playing  church  music  and  voluntaries,  the  use  of  stops, 
and  the  mechanism  of  the  instrument. 


VOICE. 

The  student  must  be  able  to  read  plain  music  and  must  have  had  an  amount  of 
training  equal  to  the  first  half  of  Concone’s  Fifty  Lessons,  and  comprising  the  usual 
technical  study  for  the  same  period.  * 

First  year. — Tone  placing,  breathing,  and  phrasing;  ballad  singing  and  the  soste- 
nuto  style;  technical  and  other  studies  of  the  grade  of  Bonoldi’s  Six  Vocalises,  Sie- 
ber’s  Vocalises;  Marchesi’s  Exercises,  Op.  21,  Book  I. 

Second  year. — Concone’s  Fifteen  Vocalises;  Schubert’s  Manual  of  Vocal  Technique; 
Marchesi’s  Vocalises,  Op.  21,  Book  II;  German  and  French  songs,  and  easy  oratorio 
and  operatic  arias,  and  recitatives. 

Third  year. — Schubert’s  Special  Studies;  Bordogni’s  Bravura  Studies,  and  operatic 
and  oratorio  selections. 

Fourth  year. — Studies  in  bravura  by  Lamperti  and  Bordogni;  cadenzas  and  larger 
forms  of  execution. 

On  graduation  the  student  will  be  expected  to  sing  acceptably  selections  (according 
to  voice  and  school)  from  such  songs  and  arias  as  He  Was  Despised,  Angels  Ever 
Bright  and  Fair,  I Know  That  My  Redeemer  Liveth,  and  Thou  Shalt  Break  Them, 
by  Handel;  With  Verdure  Clad,  Rolling  in  Foaming  Billows,  and  In  Native  Worth, 
by  Haydn;  If  With  All  Your  Hearts,  It  is  Enough,  and  0 Rest  in  the  Lord,  by  Men- 
delssohn; Infelice,  by  Verdi;  Roberto,  tu  che  Adoro,  by  Meyerbeer;  Una  Voce  and 
Pro  Peccatis,  by  Rossini. 


VIOLIN. 

First  year. — Hermann,  Scale  Studies;  Kayser,  Violin  Instructor,  I and  II;  Herbert 
Ries,  Violin  School,  Part  I;  easy  melodious  solos. 

Second  year. — Kayser,  Violin  Instructor,  III;  Kayser,  f£tudes,  Op.  29;  Schubert, 
Violin  School,  IV;  Herbert  Ries,  Violin  School,  Part  III;  solos  by  Viotti,  Rode, 
De  Beriot. 

Third  year. — Schradieck,  Violin  Technic;  De  Beriot,  School,  Part  II;  Etudes  by 
Dont,  Kreutzer,  and  Schubert. 

Solos  by  De  Beriot,  Leonard,  Vieuxtemps,  and  Wieniawski. 

THEORETICAL  STUDIES. 

MUSICAL  THEORY  AND  CHORAL  PRACTICE. 

A one-year  course,  twice  a week,  in  the  general  theory  of  music,  including  notation, 
scale  construction,  intervals,  distinctions  of  rhythm,  etc.,  combined  with  a practical 
study  of  sight  reading  and  choral  singing. 


ILLUSTRATIVE  CURRICULA. 


35 


This  course  is  especially  recommended  to  all  students,  whether  of  instrumental  or 
vocal  music,  as  furnishing  a substantial  foundation  for  all  other  work;  it  will  also  be 
found  useful  for  those  who  contemplate  teaching  in  public  or  similar  schools. 

HARMONY  AND  COUNTERPOINT. « 

The  student  must  be  able  to  read  and  play  simple  four-part  music. 

First  year. — Review  of  scales,  and  intervals,  triads,  seventh  chords,  augmented 
sixth  chords,  modulation,  synopsis  of  suspension  and  appoggiatura. 

Second  year. — Detailed  treatment  of  modulation,  suspension,  appoggiatura,  etc.; 
harmonizing  melodies;  simple  strict  counterpoint. 

Third  year. — Double  counterpoint,  canon,  and  fugue. 

HISTORY  OF  MUSIC. 

A course  of  lectures  twice  a week,  extending  through  the  year.  In  the  first  semester 
the  lectures  give  a general  survey  of  music  before  the  Christian  era  and  down  to  the 
eighteenth  century. 

The  second  semester  is  devoted  to  the  eighteenth  and  nineteenth  centuries. 

MUSICAL  COMPOSITION. 

A year  course,  twice  a week.  One  year  of  harmony  is  required  as  preparation. 

H.  ACADEMIC  COURSE. 

There  are  no  requirements  for  entrance.  Students  are  received  and  graded  accord- 
ing to  ability  and  amount  of  previous  study.  This  course  in  all  departments  leads 
up  to  and  overlaps  the  collegiate  course.  Students  after  reaching  the  proper  stage 
of  preparation  may  be  transferred  to  the  collegiate  course,  or  may  remain  in  the 
academic  course,  the  work  of  the  last  three  years  being  identical  in  both  courses. 
But  no  certificate  of  excellence  will  be  issued  to  any  student  who  is  not  thoroughly 
fitted  to  enter  the  third  year  of  the  collegiate  course. 


CURRICULUM  NO.  5. 

Curriculum  No.  5 is  offered  by  a college  for  young  women  which 
maintains  a well-equipped  School  of  music  in  connection  with  its 
collegiate  department.  Credit  is  given  in  music  toward  the  A.  B. 
degree  for  work  in  practical  music.  Students  are  advanced  from  one 
course  to  the  next  higher  only  after  examination  before  the  full  music 
faculty.  It  will  be  noted  that  in  the  course  leading  to  the  degree  of 
associate  in  music  subjects  in  the  collegiate  department  are  corre- 
lated with  the  music  courses.  These  subjects  must  be  passed  by 
examination  in  the  collegiate  department. 

ENTRANCE  REQUIREMENTS. 

For  unconditioned  admission  to  the  freshman  class  in  the  course  leading  to  the 
degree  of  associate  in  music  (A.  Mus.)  the  applicant  must  offer  the  entrance  require- 
ments in  music,  and  seven  units  of  preparatory  work,  as  follows:  English  (3),  mathe- 
matics (3),  and  history  (1). 

For  conditioned  admission  to  the  freshman  class  in  the  courses  leading  to  the  asso- 
ciate in  music  degree,  students  must  offer  five  units  in  the  literary  subjects  outlined 
above.  Every  condition,  however,  must  be  removed  by  the  end  of  the  junior  year. 

a The  courses  in  counterpoint,  etc.,  and  in  musical  composition  are  inserted  here  under  their  proper 
headings,  because  they  are  frequently  taken  as  electives,  but  they  represent  graduate  work  for  the 
students  of  the  school  of  music. 


36 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


Entrance  requirements  in  music  apply  only  to  those  registering  for  the  degree  of 
associate  in  music.  The  preparatory  course  in  piano,  voice,  violin,  and  organ,  needed 
in  order  to  enter  the  freshman  class  in  the  associate  in  music  course,  is  described  in 
course  1,  and  this  preparation  can  be  given  at  the  college  to  such  students  as  have 
not  had  it  before  coming. 

CURRICULUM  FOR  THE  DEGREE  OF  ASSOCIATE  IN  MUSIC. 


FRESHMAN  YEAR. 

Hours. 


Mathematics 3 

English 3 

Piano  or  organ  or  violin  or  voice 6 

Theory 1 

Harmony 1 

Ear  training 1 

Total 15 

JUNIOR  YEAR. 

French  or  German 3 

Piano  or  organ  or  violin  or  voice 8 

History  of  music 1 

Theory 1 

Harmony 1 

Theme 1 

Total 15 


SOPHOMORE  YEAR. 

Hours. 


English 3 

Physics 3 

Piano  or  organ  or  violin  or  voice 6 

Theory l 

Harmony l 

Ear  training l 

Total 15 

SENIOR  YEAR. 

French  or  German 3 

Piano  or  organ  or  violin  or  voice 8 

Counterpoint 1 

History  of  music 1 

Ensemble 1 

Theme l 

Total 15 


COURSES  OF  STUDY. 

Courses  are  offered  in  pianoforte,  violin,  organ,  and  voice,  leading  to  the  degree  of 
associate  in  music  (A.  Mus.)  and  a purely  theoretical  course  is  offered  to  candidates 
for  the  degree  of  bachelor  of  music. 

Candidates  for  the  degree  of  associate  in  music  must  take — 

(a)  Courses  1,  2,  3,  4,  6,  7 in  theory, 

(b)  Courses  in  academic  department,  and 

(c)  One  of  the  following:  Courses  1,  2,  3,  4,  5,  6 in  pianoforte,  or  violin;  1,  2,  3,  4,  5 
in  solo  singing;  1,  2,  3 in  organ. 

Candidates  for  the  bachelor  of  arts  degree  may  be  given  credit  for  six  hours  of  music 
provided  they  complete  courses  1 and  2 in  theory  and  one  of  the  following  in  practical 
music:  Courses  1,  2,  3 in  pianoforte;  1,  2,  3 in  solo  singing;  1,  2,  3 in  violin;  or  1,  2 
in  organ. 

PIANOFORTE. 

Course  1.® — Technical  studies:  Easy  Etudes,  Faelten  and  Porter.  Kinder  Ubungen, 
Book  1,  Kohler.  Czerny,  Op.  599,  Books  1 and  2,  Kohler,  Op.  190.  Kohler, 157. 
Czerny,  Op.  139.  Duvernoy,  Op.  176.  Burgmuller,  Op.  100.  Loeschhorn,  Op. 
65,  Books  1,  2,  and  3.  Loeschhorn,  Op.  38,  Book  1.  Kohler,  Op.  50.  Le  Couppey, 
Op.  26.  Bertini,  Op.  100.  Sonatinas  by  Clementi,  Diabelli,  Merkel,  Lichner, 
Handrock,  Kuhlau.  Pieces  at  discretion  of  teacher. 

Course  2. — Technical  studies:  Kohler,  Op.  242.  Czerny,  Op.  299,  Books  1 and  2. 
Czerny,  Op.  279.  Berens,  Op.  61,  Books  1 and  2.  Heller,  Op.  46  and  47.  Krause, 
Op.  2 and  6.  Octave  studies  by  Vogt,  Wilson  G.  Smith,  Czerny,  and  Turner. 
^ Bach’s  Little  Preludes  and  Fugues.  Sonatinas,  Easy  Sonatas  and  Variations  of 
Haydn,  Beethoven,  and  others.  Schumann  Album,  Op.  68.  Lyrical  pieces, 
Op.  12,  Grieg.  Selections  from  Reinecke,  Gade,  and  others.  Mendelssohn’s 
Songs  without  Words. 


a This  course  is  preparatory  to  entrance  into  the  course  for  the  associate  in  music  degree. 


ILLUSTRATIVE  CURRICULA. 


37 


Course  3. — Technical  studies:  Czerny,  Op.  299,  Books  3 and  4.  Berens,  Op.  61, 
Books  3 and  4.  Heller,  Op.  45  and  46.  Duvernoy,  Op.  120.  Octave  studies 
continued.  Bach  Inventions  (2  parts).  Haberbier,  Op.  53.  Lebert  and  Stark, 
Part  II.  Sonatas  by  Haydn,  Mozart,  Beethoven,  and  others.  Mendelssohn’s 
Songs  Without  Words.  Field’s  Nocturnes.  Selections  from  other  composers. 

Course  4. — Technical  studies:  Cramer,  Lebert,  and  Stark,  Part  III.  Czerny,  Op. 
740  and  40  Daily  Studies.  Gradus  ad  Pamassum.  Kullak  Octave  Studies. 
Bach  Inventions  (three-part).  Sonatas.  Selections  from  Chopin,  Mendelssohn, 
Grieg,  Raff,  and  otheft. 

Course  5. — Continuation  of  studies  of  course  4.  Moscheles,  Op.  70.  Mendelssohn, 
Preludes  and  Studies.  Bach,  48  Preludes  and  Fugues.  Kessler  Studies.  Chopin, 
Etudes.  Sonatas  and  selections  from  different  composers. 

Course  6. — Interpretation:  This  course  is  devoted  to  the  perfecting  of  work  done  in 
previous  courses  and  the  preparation  of  a public  recital  which  is  required  for 
graduation. 

A postgraduate  course  is  also  offered,  in  which  the  higher  and  more  difficult  works 

of  the  great  masters  are  studied. 

SOLO  SINGING. 

Course  1. — Rules  for  Breathing  and  their  Practical  Application;  Formation  of  Tone; 
Tecla  Vigna  Studies;  Exercises  by  Concone,  Book  I and  II,  Op.  9 and  10;  Sieber, 
Op.  92-97;  Simple  English  Songs. 

Course  2. — Tecla  Vigna  Studies;  Slow  Trill  Portamento,  etc.;  Exercises,  Concone, 
Book  III  and  IV;  Panofka  Book  I,  II;  Lutgen  Daily  Exercise;  Songs  of  Medium 
Difficulty  from  English  and  German  composers. 

Course  3. — Difficult  exercises  in  vocalization,  musical  embellishments;  exercises, 
Panofka,  Book  III,  IV;  Nava,  Aprile,  Vaccai;  song  studies  from  the  English, 
German,  Italian,  and  French  schools. 

Course  4. — Finishing  studies  by  Paer,  Marchesi,  Righini;  studies  of  oratorio  and  stand- 
ard opera. 

Course  5. — Interpretation:  This  course  is  devoted  to  the  acquirement  of  repertoire 
and  the  preparation  of  a public  recital  which  is  required  before  graduation. 

All  pupils  who  are  prepared  to  do  so  are  required  to  attend  regularly  the  choral 

society  rehearsals  and  to  take  part  in  occasional  public  performances. 

VIOLIN. 

Course  1. — Elementary  exercises.  Scales  in  first  position.  Bowing  exercises. 

Studies:  Ch.  de  Beriot,  Violin  School,  Part  I.  Tours  Elementary  Violin 
School.  Kayser,  Op.  20,  Book  I.  Sevcik,  Method  for  Beginners,  Op.  6. 

Course  2. — Finger  and  bowing  exercises.  Scales.  Kayser,  Op.  20,  Books  II  and  III. 
Dont,  Op.  37,  Wohlfahrt.  Hans  Sitt,  one  hundred  studies,  Book  I.  Solos:  Dan- 
cla,  Airs  Varies.  Duets  by  Dancla,  Mazas,  etc. 

Course  3. — Bowing  exercises.  Scales.  Studies:  Dont,  Mazas,  Casorti,  Sevcik,  Sitt. 
Solos:  Alard,  Dancla,  de  Beriot.  Duets:  Dancla,  Pleyel. 

Course  4. — Scales  (three  octaves).  Arpeggios.  Thirds.  Sevcik,  Violin  School. 
Kreutzer  Etudes.  Fiorillo  Etudes.  Solos:  de  Beriot,  Airs  Varies.  Concertos 
by  Viotti,  Rode.  Sonatas  by  Handel,  Mozart,  and  Haydn. 

Course  5. — Scales  (three  octaves,  in  thirds  and  octaves)  Arpeggios.  Sevcik  Violin 
School.  Fiorillo  Etudes.  Rode  Caprices.  Solos:  Svendsen,  Wieniawski,  Bee- 
thoven, Alard,  Ries,  etc.  Concertos:  Rode,  de  Beriot,  Mozart,  Kreutzer.  Sona- 
tas: Tartini,  Mozart,  Nardini,  etc. 

Course  6. — Scales  in  thirds,  octaves  and. tenths.  Arpeggios  in  the  higher  positions. 
Rode  Caprices  continued.  Kreutzer  Etudes  continued.  Campagnoli,  seven 
divertissements.  Solos:  Wieniawski,  Saint-Saens,  Lalo,  Vieuxtemps,  Sarasate, 
Hubay,  Brahms,  and  others.  Concertos:  de  Beriot,  Bach,  Spohr,  Bruch,  Mendels- 
sohn. Sonatas:  Bach,  Beethoven,  etc. 


38 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


ORGAN. 

Thorough  and  systematic  courses  are  given,  no  student  being  allowed  to  graduate 
until  she  is  a thoroughly  competent  organist.  The  history  and  construction  of  the 
organ  is  taught. 

For  entrance  to  the  associate  in  music  courses  in  the  organ  department,  students 
must  have  completed  courses  1,  2,  3 in  pianoforte,  passing  the  examination  therein. 

The  following  courses  outline  the  work  required  for  graduates  and  include  the  Italian, 
French,  German,  English,  and  American  schools  of  composition: 

Course  1. — Schneider  Pedal  Studies,  Bach,  First  Preludes  and  Fugues  (Book  VIII  of 
Peters  Edition),  Mendelssohn  Sonatas,  Easier  Concert  and  Church  Compositions 
by  Cappocci,  Mailly,  Gounod,  Guilmant,  Du  Bois,  Faure,  Lemaigre,  Salome, 
Merkel,  Rheinberger,  Kroeger,  Foote,  Hammerel,  Fink,  Carl,  and  Smith. 

Course  2. — Bach,  Concert  Preludes  and  Fugues,  Guilmant  and  Widor  Sonatas,  Rhein- 
berger  Sonatas,  and  the  more  advanced  works  of  the  composers  named  in  Course  1. 
Course  3. — Advanced  technical  work  and  the  preparation  of  concert  repertoire. 

In  addition  to  the  courses  outlined  above,  special  attention  is  given  to  accompany- 
ing, hymn  playing,  and  the  performance  of  all  forms  of  church  and  concert  music.  A 
public  recital  is  required  before  graduation. 

THEORY  AND  HISTORY. 

Course  1. — Music  as  a language;  analogy  between  music  and  language;  notation  of 
pitch,  duration,  force,  timbre  or  color;  the  scales;  tempo,  rhythms;  accents; 
physical  basis  of  music;  vibration  of  strings;  overtones;  tempered  scale;  pitch; 
classification  of  vibrations. 

Course  2. — The  orchestra  and  its  instruments;  the  string  section;  the  wood  wind;  the 
brass;  instruments  of  percussion;  the  orchestral  score;  musical  groups;  embellish- 
ments; musical  form;  figures  and  their  treatment;  thematic  development;  pre- 
cursors of  the  sonata;  the  sonata;  other  sonata  forms;  symphony;  contrapuntal 
forms;  monophony,  homophony,  polyphony. 

Courses  1 and  2 aim  to  give  a knowledge  of  the  structure  of  music  and  develop  an 
appreciation  of  its  content. 

Course  3. — The  scale,  elements  of  melody;  exercises  in  melody  writing;  intervals; 
harmonic  structure;  tonality;  principal  triads  of  the  scale;  distribution  of  parts; 
four-part  harmony;  connection  of  principal  triads  in  four-part  harmony;  close  and 
dispersed  harmony;  inversion  of  triads;  chord  of  dominant  seventh;  chord  of  ninth 
and  inversions;  harmonizing  melodies. 

Course  4- — Continuation  of  work  of  course  3;  minor  and  diminished  seventh  on  leading 
tone;  diminished  triad;  secondary  triads;  modulation;  passing  notes;  suspensions; 
chromatically  altered  chords.  The  aim  of  courses  3 and  4 is  to  give  thorough 
understanding  of  the  grammatical  structure  of  music  and  to  enable  students  to 
harmonize  themes  with  facility. 

Course  5. — Counterpoint:  The  study  of  contrapuntal  forms;  contrapuntal  treatment 
of  voice  parts;  practical  work  at  keyboard  and  written  exercises. 

Course  6. — Music  of  antique  races;  first  Christian  centuries — Hucbald,  Guido,  Franco, 
etc.;  minnesingers,  meistersingers,  etc.;  epoch  of  the  Netherlands;  Palestrina  and 
the  Roman  schools;  Orlando  di  Lasso  and  the  Northern  Italian  masters;  the 
Renaissance  and  rise  of  opera  and  oratorio;  the  German  chorale;  English  madrigal 
writers;  instruments  and  instrumental  music  in  sixteenth  and  beginning  of  seven- 
teenth centuries. 

Course  7. — Bach  and  Handel,  Haydn,  Mozart,  and  Beethoven;  the  romantic  com- 
posers; dramatic  music  in  Italy,  France,  and  Germany;  Wagner  and  his  music 
dramas;  composers  of  last  twenty-five  years. 


ILLUSTRATIVE  CURRICULA. 


39 


FOR  DEGREE  OF  BACHELOR  OF  MUSIC. 

Evidence  must  be  produced  of — 

(a)  Having  received  a good  general  education. 

( b ) Having  employed  at  least  four  years  in  the  study  and  practice  of  music. 

The  candidate  will  be  required  to  pass  three  examinations,  separated  by  intervals 
of  not  less  than  one  year. 

The  first  examination  will  consist  of  harmony  in  not  more  than  four  parts.  The 
second  examination  will  be  in  harmony  and  counterpoint  in  not  more  than  five  parts, 
canon  and  fugue  in  not  more  than  four  parts.  Before  entering  for  the  third  examina- 
tion, the  candidate  must  compose  an  exercise  containing  five-part  harmony  and  fugue 
(in  at  least  four  parts),  and  canon,  with  an  accompaniment  for  organ,  piano,  or  string 
band,  sufficiently  long  to  require  twenty  minutes  in  performance,  and  this  exercise 
must  be  approved  by  the  faculty  in  music. 

The  third  (final)  examination  will  consist  of  harmony,  counterpoint,  canon,  fugue 
(in  five  parts),  with  double  counterpoint,  history  of  music,  form  in  composition, 
instrumentation,  figured  bass  reading  at  sight,  and  the  analysis  of  the  full  score  of 
some  selected  work. 


ENTRANCE  REQUIREMENTS. 

The  following  entrance  requirements,  announced  by  a leading  col- 
lege for  women,  which  grants  credit,  under  restrictions,  in  both 
practical  and  theoretical  music  at  entrance  and  toward  a degree, 
illustrate  the  demands  made  by  colleges  which  view  music  as  a proper 
subject  for  inclusion  in  the  general  educational  scheme. 

ELEMENTARY  REQUIREMENT. 

The  elementary  in  music  may  be  either,  A,  harmony,  or  B,  a combination  of  a less 
advanced  requirement  in  theory,  with  a practical  study — piano,  voice,  violin,  or 
other  orchestral  instrument.1 

A.  Harmony. — The  examination  will  be  adapted  to  the  proficiency  of  those  who 
have  had  one  year’s  systematic  training,  with  at  least  three  lessons  a week  or  its 
equivalent.  The  candidate  should  have  acquired — 

(1)  The  ability  to  harmonize,  in  four  vocal  parts,  simple  melodies  of  not  fewer  than 
eight  measures,  in  soprano  or  in  bass.  These  melodies  will  require  a knowledge  of 
triads  and  inversions,  of  diatonic  seventh  chords  and  inversions,  in  the  major  and 
minor  modes;  and  of  modulation,  transient  or  complete,  to  nearly  related  keys. 

(2)  Analytical  knowledge  of  ninth  chords,  all  nonharmonic  tones,  and  altered  chords 
(including  augmented  chords).  [Students  are  encouraged  to  apply  this  knowledge  in 
their  harmonization.] 

It  is  urgently  recommended  that  systematic  ear  training  (as  to  interval,  melody, 
and  chord)  be  a part  of  the  preparation  for  this  examination.  Simple  exercises  in 
harmonization  at  the  pianoforte  are  recommended.  The  student  will  be  expected  to 
have  a full  knowledge  of  the  rudiments  of  music,  scales,  intervals,  and  staff  notation, 
including  the  terms  and  expression  marks  in  common  use. 

B.  The  following  requirement  in  theory  combined  with  piano,  voice,  violin,  or 
other  orchestral  instrument: 

The  examination  in  theory  will  be  adapted  to  the  proficiency  of  those  who  have  had 
one  year’s  systematic  training,  writh  at  least  one  lesson  a week  or  its  equivalent.  The 
candidate  should  have  acquired : 

(1)  A knowledge  of  the  rudiments  of  music,  scales,  intervals,  and  staff  notation, 
including  the  terms  and  expression  marks  in  common  use;  (2)  the  ability  to  analyze 
the  harmony  and  form  of  hymn  tunes  and  simplest  pieces  for  the  pianoforte,  involving 
triads  and  the  dominant  seventh  chord  and  their  inversions,  passing  tones,  and  modu- 


40 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


lation  to  nearly  related  keys;  (3)  the  ability  to  harmonize,  on  paper,  in  four  vocal 
parts,  melodic  fragments  involving  the  use  of  triads  and  the  dominant  seventh  chord 
and  their  inversions,  in  major  keys. 

After  1906  the  candidate  must  also  meet  the  following  requirements  in  ear  training. 
To  name,  as  played  by  the  examiner,  intervals  involving  tones  of  the  major  scale,  the 
three  principal  triads  and  the  dominant  seventh  chord  in  fundamental  position,  and 
the  authentic,  plagal,  and  deceptive  [v  (or  v7)  to  vi]  cadences;  to  write  a diatonic, 
major  melody  of  not  more  than  four  measures  in  simple  time,  involving  half,  quarter, 
eighth,  and  dotted  notes  (the  melody  to  be  played,  in  its  entirety,  three  times  by  the 
examiner). 

1.  Piano. — A practical  knowledge  of  various  kinds  of  touch;  the  ability  to  play 
scales,  major  and  minor,  in  simple  and  canon  forms,  in  sixteenth  notes  (at  metronome 
speed,  J' =100),  and  three-toned  and  four-toned  arpeggios  in  sixteenth  notes  (at 
metronome  speed  ^=75),  the  ability  to  play,  with  due  regard  to  the  tempo,  fingering, 
phrasing,  and  expression,  the  studies  by  Hasert,  Op.  50,  Book  1;  Haydn’s  Sonata  in  E 
minor  (Peter’s  Edition,  No.  2;  Schirmer  Edition,  No.  2),  the  Theme  and  Variations 
from  Mozart’s  Sonata  in  A major  (Peter’s  Edition,  No.  12;  Schirmer  Edition,  No.  9), 
Mendelssohn’s  Songs  without  Words,  Nos.  19  and  49,  and  Schumann’s  Romance  in 
F sharp  major  (Op.  28,  No.  2);  the  ability  to  play  at  sight  chorales  and  such  pieces 
as  the  first  twelve  numbers  of  Schumann’s  Jugend- Album  (Op.  68).  [A  candidate 
may  offer  equivalents  for  the  studies  and  pieces  mentioned,  on  the  approval  of  the 
department.] 

2.  Voice. — The  ability  to  sing,  with  due  regard  to  intonation,  tone  quality,  expres- 
sion, and  enunciation,  the  vocalises  of  Concone,  Op.  9,  and  not  fewer  than  six  of  the 
following  songs  (preferably  in  the  English  version):  Schubert,  Who  is  Sylvia?  and 
Hark,  Hark,  the  Lark;  Mendelssohn,  Morgengruss;  Schumann,  An  den  Sonnenschein; 
Brahms,  Der  Sandmann;  Franz,  Widmung;  Grieg,  Das  alte  Lied;  Chopin,  Madchens 
Wunsch;  Massenet,  Ouvre  tes  beaux  yeux;  Paine,  Matin  Song;  the  ability  to  play 
pianoforte  accompaniments  of  the  grade  of  Concone,  Op.°9;  the  ability  to  sing  at  sight 
music  of  the  grade  of  hymn  tunes  by  Barnby,  Dykes,  aijd  Stainer,  and  of  the  studies 
in  Abt’s  Vocal  Tutor,  Part  III.  The  student  must  als(^ give  evidence  of  having  an 
accurate  ear  and  of  having  laid  a good  foundation  in  the  development  of  the  voice. 
[A  candidate  may  offer  equivalents  for  the  songs  mentioned,  on  the  approval  of  the 
department.] 

3.  Violin. — The  ability  to  play,  with  due  regard  to  bowing,  fingering,  tone,  intona- 
tion, and  expression,  such  studies  as  those  by  Dont  (Op.  37),  Mazas  (Op.  36),  and 
Kreutzer,  and  such  pieces  as  the  moderately  difficult  solos  of  Spohr,  Wieniawski, 
Godard,  and  Ries;  the  ability  to  read  at  sight  such  music  as  the  second  violin  parts 
of  the  string  quartets  of  Haydn  and  Mozart. 

4.  Students  wishing  to  be  examined  in  the  playing  of  other  instruments  should 
correspond  with  the  music  department. 

Note. — Students  considering  submitting  music  for  entrance  to  college  are  advised 
to  correspond  with  the  department,  stating  in  detail  what  their  preparation  has  been 
in  theory  and  especially  in  the  practical  subjects.  In  the  latter  students  must  give 
evidence  of  thorough  foundation  work  in  the  technique  of  the  piano,  voice,  violin, 
or  other  instrument,  in  addition  to  being  able  merely  to  play  or  sing  the  actual  require- 
ment mentioned. 

Certificates  will  not  be  accepted  in  music. 


CORRELATION  OF  MUSIC  AND  NONMUSIC  COURSES. 

In  the  correlation  of  music  and  nonmusic  courses,  colleges  and 
universities  lead.  The  attitude  assumed  by  independent  schools  of 
music  appears  to  be  similar  to  that  taken  by  schools  of  technology 


RESULTS  OF  THE  INQUIRY. 


41 


in  general  education;  they  take  the  position  that  they  are  profes- 
sional training  schools,  and  naturally  concentrate  their  efforts  on 
turning  out  composers,  pianists,  singers,  theorists,  and  pedagogues. 
They  do  not  consider  nonmusical  subjects  to  be  an  essential  part  of 
their  curricula.  Yet  in  the  best  of  these  schools  there  is  shown  a 
recognition  of  the  value  of  broader  culture  and  an  inclination  to 
include  such  subjects  as  will  increase  the  efficiency  of  their  graduates. 
The  New  England  Conservatory  of  Music  has  recently  established  a 
reciprocal  relation  with  Harvard  University,  through  which  students 
in  the  conservatory  can  attend  courses  in  English,  French,  and 
German  literature,  English  composition,  fine  arts,  physics  (especially 
acoustics),  and  public  speaking.  In  college  and  university  music 
departments  gratifying  progress  has  been  made  in  the  correlation  of 
courses  with  those  of  other  departments,  demanding,  in  a very  con- 
siderable number  of  institutions,  a greater  or  less  amount  of  collegiate 
work  as  a part  of  the  graduate  course  in  music.  Reciprocally,  music 
as  an  elective  is  receiving  credit  as  a subject  in  baccalaureate  courses. 

MANNER  OF  PROMOTING  STUDENTS  FROM  GRADE  TO  GRADE. 

The  manner  of  grading  students  and  of  determining  their  advance- 
ment from  one  grade  to  the  next  is  significant  as  indicating  to  what 
extent  system  and  accuracy  in  determining  the  standing  of  music 
students  are  attained.  This  has  been  a decided  obstacle  in  the  way 
of  the  admission  of  music  to  courses  leading  to  the  baccalaureate 
degree.  Perhaps  no  single  disclosure  by  the  investigation  is  more 
encouraging  than  this.  While  the  advancement  of  students  still 
rests  in  many  cases  with  the  instructor,  or  with  the  instructor  and 
director  of  the  department  jointly,  the  development  of  a system  of 
accurate  grade  marks,  based  on  examination  and  recitation,  gives 
promise  of  the  eventual  setting  up  of  such  standards  as  will  result  in 
the  unifying  of  educational  effort. 

The  following  tables  give  the  per  cent  of  schools  giving  examina- 
tions in  theoretical  and  practical  music;  of  schools  giving  written, 
oral,  and  actual  performance  tests;  of  schools  recording  by  marks 
the  grade  or  quality  of  a student’s  work;  and  of  schools  in  which  the 
instructor  or  faculty  determines  passing  grade : 

Per  cent  of  institutions  giving  examinations  yearly  or  oftener. 


Class  of  institutions. 

In  theo- 
retical 
subjects. 

In  prac- 
tical 
music. 

Written. 

Oral. 

Perform- 
ance test. 

Independent  schools  of  music 

71 

65! 

66f 

50 

55! 

Colleges  and  universities 

75 

66| 

50 

25 

20 

Colleges  for  women 

100 

70 

70 

33J 

50 

Normal  schools 

82 

70 

76§ 

66§ 

56! 

Secondary  schools 

80 

20 

66! 

50 

50 

42 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


Per  cent  of  institutions  having  a system  of  marks  for  recording  grades  and  determining 

passing  grade. 


Class  of  institutions. 

Recorded 
in  all 
subjects. 

Passing  gi 
mined 

Instructor. 

•ade  deter- 
by— 

Faculty. 

Independent  schools  of  music 

58 

27 

73 

Colleges  and  universities 

80 

60 

24 

Colleges  for  women 

70 

50 

50 

Normal  schools 

76§ 

77 

23 

Secondary  schools 

80 

50 

50 

These  figures  are  based  on  207  replies  to  the  second  questionnaire. 
From  the  per  cent  of  schools  giving  actual  performance  tests,  it 
would  appear  that  the  opinion  that  a sufficiently  accurate  and 
systematic  grading  of  work  in  practical  music  can  not  be  done  is 
losing  ground,  and  encouragement  is  given  the  belief  that  there  may 
develop  a system  of  grading  in  practical  music  which  will  satisfy 
educators  and  remove  one  of  the  great  obstacles  to  the  admission  of 
applied  music  to  general  educational  courses. 


EDUCATIONAL  QUALIFICATIONS  OF  MUSIC  STUDENTS. 


There  appears  to  be  a growing  purpose  upon  the  part  of  depart- 
ments of  music  in  colleges  and  universities  to  demand  a certain  amount 
of  general  educational  qualification  from  those  who  wish  to  enter 
graduate  courses  in  music.  In  this  connection,  the  following  table 
gives  the  per  cent  of  music  students  in  595  institutions  who  have 
completed  a high  school  course  of  at  least  three  years: 

Class  of  institutions. 

Per  cent. 


Independent  schools  of  music 43 

Colleges  and  universities 56 

Colleges  for  women 57 \ 

Normal  schools 56-f 

Secondary  schools 22f 


The  time  devoted  to  the  study  of  music  (not  including  preparation) 
is  shown  in  the  following  table,  which  gives  the  per  cent  of  students 
devoting  less  than  five  hours,  more  than  five  hours  but  less  than  ten, 
and  more  than  ten  hours  per  week  to  recitation. 


Class  of  institutions. 

Less  than 
5 hours. 

More  than 
5 but  less 
than  10 
hours. 

More  than 
10  hours. 

Tndependent  schools  of  music 

Per  cent. 
66$ 

Per  cent. 
221 
+32 

Per  cent. 
11 J 

Colleges  and  universities 

52 

+ 14 

Colleges  for  women 

61x3 

65 

06^ 

32x3 

+24 

6j$j 

Normal  schools 

+ 9 

Secondary  schools 

25 

+ 7 

PROPERTY  DEVOTED  TO  MUSICAL 

INSTRUCTION. 

The  questions  relating  to  finances  were  not  answered  by  348  of  the 
595  schools  returning  statistics,  hence  the  statements  of  amount  of 


STATISTICAL  TABLES. 


43 


property  devoted  to  musical  purposes  and  of  yearly  expenditures  for 
music  instruction  are  far  from  complete.  They  are  significant,  never- 
theless, and  if  increased  in  proper  proportion  by  a full  statement 
would  show  a very  large  investment  in  music  education.  It  should 
be  remembered  also  that  these  figures  refer  only  to  organized  schools, 
the  immense  sums  expended  on  private  instruction  being  unknown. 

Libraries  and  museums. — In  all,  39,538  volumes,  valued  at  $62,120, 
are  reported  by  the  595  institutions.  In  several  instances  private 
libraries  are  reported  as  at  the  service  of  students.  No  museums  are 
reported. 

Property  devoted  to  musical  instruction. 


Class  of  institutions. 

Value  of  build- 
ings and 
grounds. 

Value  of  in- 
struments, 
apparatus, 
and  furni- 
ture. 

Permanent 

endowment. 

Volumes  in 
library. 

Value  of 
library. 

Expense 
for  rent. 

Schools  re- 
porting. 

Amount. 

Schools  re- 
porting. 

Amount. 

Schools  re- 
porting. 

Amount. 

Schools  re- 
porting. 

Number. 

i Schools  re- 
! porting. 

Amount. 

Schools  re-  1 
| porting. 

Amount. 

Independent  schools 

of  music 

Colleges  and  univer- 

10 

$578, 110 

29 

$159,700 

4 

$827,000 

21 

23, 188 

18 

$22,925 

26 

$53, 346 

sities  

31 

1,281,600 

64 

319,902 

1 

46,000 

35 

18, 164 

33 

19,222 

19 

13,243 

Colleges  for  women . . . 
Normal  schools 

9 

243,000 

23 

163,609 

2 

17, 500 

15 

16,088 

13 

13,225 

3 

1,840 

Secondary  schools 

8 

153,750 

51 

208,865 

1 

100,000 

22 

3,348 

20 

3,523 

4 

9,675 

Total 

58 

2, 256, 460 

167 

852,076 

8 

990, 500 

93 

60,788 

84 

58,895 

52 

78, 104 

Annual  receipts  from  instruction  in  music. 


Class  of  institutions. 

Interest 
and  rents. 

Public  ap- 
propria- 
tion. 

Private 

gifts. 

Concerts. 

Other 

sources. 

Students’ 

fees. 

Total. 

Schools  re- 
porting. 

Amount. 

Schools  re- 
porting. 

Amount. 

Schools  re-  | 
porting. 

Amount. 

Schools  re- 
porting. 

Amount. 

Schools  re- 
porting. 

Amount. 

Schools  re- 
1 porting. 

Amount. 

Independent  schools 

of  music  . 

6 

$47, 053 

3 

$5, 578 

9 

$8, 375 

5 

$7, 000 

28 

$529,563 

$597,569 

Colleges  and  univer- 

sities   

8 

18,825 

4 

$5, 890 

1 

200 

30 

19,426 

10 

14,972 

82 

440,380 

499,693 

Colleges  for  women. . 

3 

1,450 

3 

4,550 

7 

2,410 

1 

140 

28 

185, 456 

194,006 

Normal  schools 

Secondary  schools.. . 

6 

1,979 

4 

10, 050 

2 

176 

8 

1,322 

4 

1,448 

53 

111,848 

126,823 

Total 

23 

69, 307 

8 

15,940 

1 

9 

1 10, 504 

1 

54 

31,533 

20 

23, 560 

r 

1,267,247 

1,418,091 

III.— STATISTICAL  TABLES. 

Statistics  of  the  institutions  replying  to  the  first  questionnaire  are 
given  in  the  tables  which  follow.  Tables  1,  2,  3,  4,  and  5 summarize 
Tables  6,  7,  8,  9,  and  10,  which  give  in  detail  the  number  of  schools, 
instructors,  and  students,  and  the  number  of  graduates  and  of 
students  receiving  certificates  during  the  last  five  years.  The 
geographical  distribution  of  the  institutions  is  also  shown. 


44 


MUSIC  EDUCATION  IN  THE  UNITED  STATES, 


Table  1. — Summary  of  the  statistics  of  independent  schools  of  music,  showing  the 
number  of  instructors,  students,  and  graduates,  and  number  of  students  receiving 
certificates. 


Schools 

report- 

ing. 

Instructors. 

Students  enrolled. 

Gradu- 
ates in 
last  5 
years. 

Students 
not  grad- 
uates re- 
ceiving 
certifi- 
cates in 
last  5 
years. 

Male. 

Fe- 

male. 

Total. 

Male. 

Fe- 

male. 

Total. 

61 

306 

271 

607 

2,527 

10,850 

17,122 

1,962 

1,971 

North  Atlantic  Division. . . 
South  Atlantic  Division  . . . 

South  Central  Division 

North  Central  Division 

28 

1 

4 

27 

1 

133 

20 

8 

145 

115 

28 

14 

114 

248 

48 

22 

289 

1,218 

3,911 

6,329 

1,200 

409 

8,874 

310 

662 

1,033 

49 

1,230 

30 

362 

6,297 

280 

30 

1,270 

20 

918 

North  Atlantic  Division: 

2 

11 

6 

17 

243 

822 

1,065 

42 

20 

Rhode  Island 

1 

16 

1 

8 

2 

90 

5 

25 

5 

59 

7 

149 

5 

70 

18 

564 

20 

373 

109 

1,294 

60 

1,626 

127 

2,558 

80 

2,499 

New  York 

414 

644 

New  Jersey 

Pennsylvania 

45 

206 

369 

South  Atlantic  Division: 
Delaware 

1 

20 

28 

48 

1,200 

District  of  Columbia. . . 

Virginia 

West  Virginia 

North  Carolina 

South  Carolina 

Georgia 

Florida 

South  Central  Division: 
Kentucky 

Tennessee 

2 

2 

2 

4 

15 

55 

68 

9 

Alabama 

Mississippi 

Louisiana 

Texas 

2 

6 

12 

18 

34 

307 

341 

21 

20 

Arkansas 

Oklahoma 

Indian  Territory 

North  Central  Division: 
Ohio 

6 

1 

11 

3 

1 

1 

38 

12 

50 

30 

113 

40 

19 

18 

216 

1,382 

1,598 

199 

90 

688 

106 

80 

102 

32 

30 

472 

69 

305 

Indiana 

Illinois 

61 

16 

11 

9 

52 

24 

8 

9 

484 

203 

200 

10 

2,786 

1,302 

400 

250 

4,617 

1,505 

600 

260 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

2 

6 

6 

12 

95 

93 

188 

North  Dakota 

South  Dakota 

Nebraska  . . 

Kansas 

1 

4 

3 

7 

22 

84 

106 

5 

10 

Western  Division: 
Montana 

W y oming  . 

Colorado.  . 

New  Mexico 

Arizona 

Utah 

Nevada 

Idaho 

W ashington 

Oregon 

California 

1 

30 

280 

310 

STATISTICAL  TABLES, 


45 


Table  2. — Summary  of  the  statistics  of  music  departments  of  universities  and  colleges , 
showing  the  number  of  instructors , students,  arid  graduates  in  music , and  number  of 
students  receiving  certificates  in  music. 


Instructors  in  music. 

Students  enrolled  in 
departments  of  music. 

Gradu- 
ates in 
music  in 
last  5 
years. 

Students 
not  grad- 
uates re- 
ceiving 
certifi- 
cates in 
music  in 
last  5 
years. 

Insti- 

tutions 

report- 

ing. 

Male. 

Fe- 

male. 

Total. 

Male. 

Fe- 

male. 

Total. 

United  States 

151 

336 

344 

680 

5,257 

12,788 

18,971 

1,652 

633 

North  Atlantic  Division. .. 
South  Atlantic  Division . . . 

South  Central  Division 

North  Central  Division 

23 

15 

16 
78 
19 

88 

15 

21 

173 

39 

34 

25 

50 

192 

43 

122 

40 

71 

365 

82 

1,253 

356 

144 

3,005 

499 

2,063 

496 

987 

7,866 

1,376 

3,316 

912 

1,584 

11,284 

1,875 

353 

73 

137 

969 

120 

45 

6 

29 

538 

15 

North  Atlantic  Division: 

2 

4 

4 

88 

88 

4 

9 

9 

300 

90 

390 

1 

10 

10 

34 

58 

92 

40 

33 

New  York 

6 

27 

8 

35 

536 

938 

1,474 

51 

6 

10 

38 

26 

64 

295 

977 

1,272 

262 

6 

South  Atlantic  Division: 

Maryland 

2 

2 

1 

3 

23 

10 

33 

2 

District  of  Columbia 

Virginia 

3 

2 

7 

9 

114 

44 

218 

13 

0 

West  Virginia 

1 

1 

2 

6 

43 

49 

24 

1 

North  Carolina 

5 

8 

5 

13 

174 

165 

339 

14 

1 

South  Carolina . . . 

1 

2 

2 

6 

32 

38 

3 

Georgia 

1 

2 

2 

2 

39 

41 

0 

4 

Florida 

2 

2 

7 

9 

31 

163 

194 

17 

South  Central  Division: 
Kentucky 

1 

5 

5 

3 

90 

93 

4 

Tennessee 

4 

3 

10 

13 

58 

267 

325 

23 

13 

Alabama 

Mississippi 

Louisiana 

1 

2 

2 

42 

42 

Texas 

4 

9 

14 

23 

16 

271 

697 

15 

12 

Arkansas 

4 

3 

14 

17 

16 

331 

390 

54 

Oklahoma 

1 

2 

5 

7 

45 

Indian  Territory 

1 

2 

2 

4 

9 

28 

37 

North  Central  Division: 
Ohio 

14 

25 

28 

53 

271 

1,363 

389 

1,634 

245 

26 

Indiana 

7 

12 

14 

26 

343 

732 

40 

1 

Illinois 

13 

42 

43 

85 

596 

1,442 

248 

2,451 

250 

416 

Michigan : 

4 

7 

11 

18 

47 

295 

32 

7 

Wisconsin 

5 

13 

18 

31 

111 

507 

618 

78 

Minnesota 

3 

4 

3 

7 

43 

170 

213 

12 

Iowa 

9 

20 

19 

39 

313 

1,007 

439 

1,320 

647 

82 

1 

Missouri 

8 

11 

14 

25 

208 

47 

6 

North  Dakota 

South  Dakota 

3 

6 

3 

9 

70 

230 

300 

25 

16 

Nebraska 

5 

18 

20 

38 

245 

992 

1,237 

1,837 

88 

100 

46 

Kansas 

7 

15 

19 

34 

758 

1,079 

58 

19 

Western  Division: 

Montana, _ 

2 

3 

3 

6 

26 

62 

8 

Wvoming 

Colorado 

2 

2 

3 

5 

6 

109 

115 

New  Mexico 

1 

2 

2 

17 

42 

59 

6 

Arizona 

Utah  

1 

4 

1 

5 

138 

187 

325 

Nevada 

1 

1 

1 

20 

20 

57 

Idaho 

1 

3 

2 

5 

9 

59 

68 

4 

W ashington 

3 

9 

12 

21 

90 

406 

496 

11 

6 

Oregon 

4 

8 

10 

18 

78 

243 

321 

9 

4 

California 

4 

10 

9 

19 

135 

248 

383 

25 

5 

46 


MUSIC  EDUCATION  IN  THE  UNITED  STATES, 


Table  3. — Summary  of  statistics  of  music  departments  in  colleges  for  women , showing 
the  number  of  instructors,  students,  and  graduates  in  music,  and  number  of  students 
receiving  certificates  in  music. 


Instructors  in  music. 

Students  enrolled  in 
departments  of  music. 

Students 
not  grad- 
uates re- 

Gradu- 

ates in 

ceiving 

report- 

ing. 

music  in 

certifi- 

Male. 

Fe- 

male. 

Total. 

Male. 

Fe- 

male. 

Total. 

last  5 
years. 

cates  in 
music  in 

last  5 
years. 

United  States 

57 

86 

208 

294 

210 

7,562 

7,772 

491 

323 

North  Atlantic  Division. . . 

9 

20 

24 

44 

84 

1,547 

1,631 

74 

1 

South  Atlantic  Division . . . 

18 

25 

72 

97 

29 

2,077 

2,106 

121 

227 

South  Central  Division 

16 

13 

57 

70 

49 

1,833 

1,882 

91 

12 

North  Central  Division 

13 

21 

52 

73 

48 

1,325 

1,373 

205 

83 

Western  Division 

1 

7 

3 

10 

780 

780 



North  Atlantic  Division: 

Maine 

1 

1 

3 

4 

80 

141 

221 

11 

New  Hampshire 

Vermont.? 

Massachusetts 

4 

14 

12 

26 

572 

572 

4 

1 

Rhode  Island 

Connecticut 

New  York 

2 

4 

3 

7 

677 

677 

30 

New  Jersey 

Pennsylvania 

2 

1 

6 

7 

4 

157 

161 

29 

South  Atlantic  Division: 

Maryland 

3 

6 

8 

14 

3 

255 

258 

17 

District  of  Columbia... 

1 

1 

14 

14 

Virginia 

5 

6 

20 

26 

13 

633 

646 

41 

127 

West  Virginia 

North  Carolina 

3 

5 

13 

18 

9 

499 

508 

21 

14 

South  Carolina 

3 

5 

14 

19 

4 

318 

322 

13 

5 

Georgia 

3 

3 

16 

19 

358 

358 

29 

81 

Florida  . . 

South  Central  Division: 

Kentucky 

4 

3 

10 

13 

24 

275 

299 

18 

Tennessee 

3 

5 

11 

16 

20 

358 

378 

13 

Alabama 

2 

2 

13 

15 

0 

375 

375 

28 

lb 

Mississippi 

1 

9 

10 

5 

470 

475 

Louisiana. . . 

3 

0 

5 

5 

95 

95 

5 

Texas 

2 

2 

6 

8 

195 

195 

15 

Arkansas 

1 

3 

3 

0 

65 

65 

12 

2 

Oklahoma 

Indian  Territory 

North  Central  Division: 

Ohio 

3 

6 

12 

18 

7 

257 

264 

26 

0 

Indiana 

Illinois 

3 

5 

9 

14 

23 

274 

297 

20 

1 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

7 

10 

31 

41 

18 

794 

812 

159 

82 

North  Dakota 

South  Dakota 

Nebraska 

Kansas 

Western  Division: 

Montana 

W yoming  . 

Colorado 

New  Mexico  . . . 

Arizona  . 

Utah 

Nevada. . . 

Idaho 

Washington 

Oregon 

California 

1 

7 

3 

10 

780 

780 

STATISTICAL  TABLES. 


47 


Table  4. — Summary  of  the  statistics  of  the  music  departments  of  normal  schools,  showing 
the  number  of  instructors , students , and  graduates  in  music,  and  number  receiving  cer- 
tificates in  music. 


Schools 

report- 

ing. 

Instructors  in  music. 

Students  enrolled  in 
departments  of  music. 

Gradu- 
ates in 
music  in 
last  5 
years. 

Students 
not  grad- 
uates re- 
ceiving 
certifi- 
cates in 
music  in 
last  5 
years. 

Male. 

Fe- 

male. 

Total. 

Male. 

Fe- 

male. 

Total. 

United  States 

98 

87 

138 

225 

3,215 

12,385 

18,994 

653 

86 

North  Atlantic  Division... 

28 

21 

39 

60 

342 

3,878 

6,860 

249 

25 

South  Atlantic  Division  . . . 

15 

6 

28 

34 

507 

1,848 

2,355 

12 

15 

South  Central  Division 

12 

8 

22 

30 

388 

1,143 

1,531 

18 

North  Central  Division 

38 

49 

41 

90 

1.701 

4,967 

7,422 

336 

46 

Western  Division 

5 

3 

8 

11 

'277 

549 

826 

38 

North  Atlantic  Division: 

2 

1 

2 

3 

66 

260 

326 

1 

1 

1 

1 

102 

103 

1 

1 

1 

2 

2 

68 

70 

4 

2 

3 

5 

10 

245 

255 

1 

1 

1 

60 

60 

2 

1 

2 

3 

2 

258 

260 

25 

New  York 

9 

5 

15 

20 

116 

2,253 

5,009 

199 

1 

1 

1 

100 

100 

8 

16 

24 

145 

532 

677 

50 

South  Atlantic  Division: 

Maryland . . 

District  of  Columbia 

Virginia .... 

2 

1 

3 

4 

465 

890 

1,355 

West  Virginia 

2 

2 

2 

7 

47 

54 

North  Carolina. . 

4 

2 

6 

8 

4 

413 

417 

South  Carolina 

3 

1 

10 

11 

6 

260 

266 

Georgia. 

4 

2 

7 

9 

25 

238 

263 

12 

15 

Florida 

South  Central  Division: 

Kentucky 

1 

1 

1 

2 

3 

13 

16 

Tennessee 

1 

1 

1 

36 

126 

162 

Alabama 

4 

1 

7 

8 

74 

203 

277 

1 

L 

Mississippi 

Louisiana... 

2 

7 

7 

188 

188 

Texas 

1 

1 

1 

164 

371 

535 

Arkansas 

Oklahoma . 

3 

5 

6 

11 

111 

242 

353 

17 

Indian  Territory 

North  Central  Division: 

Ohio 

6 

5 

7 

12 

62 

598 

660 

79 

Indiana 

4 

10 

6 

16 

325 

880 

1,205 

18 

0 

Illinois 

5 

5 

2 

7 

195 

623 

1,148 

Michigan 

2 

7 

5 

12 

26 

234 

260 

119 

Wisconsin 

6 

3 

4 

7 

203 

594 

1,221 

Minnesota 

3 

4 

2 

6 

52 

257 

309 

26 

Iowa 

1 

1 

1 

2 

12 

35 

47 

16 

Missouri 

6 

7 

8 

15 

743 

1,269 

2,012 

74 

30 

North  Dakota 

South  Dakota 

1 

1 

1 

2 

57 

59 

Nebraska 

2 

4 

1 

5 

45 

245 

290 

Kansas 

2 

3 

4 

7 

36 

175 

211 

20 

Western  Division: 

Montana 

Wyoming 

Colorado 

New  Mexico 

Arizona 

1 

3 

3 

6 

13 

43 

56 

38 

Utah 

Nevada 

Idaho 

1 

1 

1 

15 

93 

108 

Washington 

2 

3 

3 

229 

273 

502 

Oregon 

California 

1 

1 

1 

20 

140 

160 

48 


MUSIC  EDUCATION  IN  THE  UNITED  STATES, 


Table  5. — Summary  of  the  statistics  of  the  music  departments  of  secondary  schools,  show- 
ing the  number  of  instructors,  students,  and  graduates  in  music,  and  number  of  students 
receiving  certificates  in  music. 


Schools 

report- 

ing. 

Instructors  in  music. 

Students  enrolled  in 
departments  of  music. 

Gradu- 
ates in 
music  in 
last  5 
years. 

Students 
not  grad- 
uates re- 
ceiving 
certifi- 
cates in 
music  in 
last  5 
years. 

Male. 

Fe- 

male. 

Total. 

Male. 

Fe- 

male. 

Total. 

United  States 

228 

230 

470 

700 

3,597 

10,903 

14,500 

634 

636 

North  Atlantic  Division . . . 

87 

102 

182 

284 

1,658 

4,473 

6,131 

193 

187 

South  Atlantic  Division  ... 

34 

32 

69 

101 

274 

1,769 

2,043 

108 

78 

South  Central  Division 

35 

23 

49 

72 

329 

1,370 

1,699 

89 

45 

North  Central  Division 

61 

61 

136 

197 

1,207 

2,771 

3,978 

218 

177 

Western  Division 

11 

12 

34 

46 

129 

520 

649 

26 

149 

North  Atlantic  Division: 

Maine 

4 

5 

4 

9 

65 

85 

150 

4 

39 

New  Hampshire 

8 

5 

10 

15 

132 

405 

537 

5 

Vermont.! 

2 

1 

2 

3 

17 

58 

75 

11 

Massachusetts 

17 

29 

38 

67 

270 

787 

1,057 

40 

Rhode  Island 

2 

3 

1 

4 

25 

19 

44 

Connecticut 

8 

5 

20 

25 

13 

92 

105 

37 

New  York 

23 

27 

54 

81 

341 

1,357 

1,698 

45 

91 

New  Jersey 

8 

7 

22 

29 

80 

461 

541 

9 

20 

Pennsylvania 

15 

20 

31 

51 

715 

1,209 

1,924 

42 

37 

South  Atlantic  Division: 

Delaware 

Maryland 

4 

3 

2 

5 

64 

234 

298 

25 

District  of  Columbia. . . 

5 

12 

11 

23 

243 

243 

9 

3 

Virginia 

9 

3 

18 

21 

54 

330 

384 

9 

32 

West  Virginia 

5 

5 

13 

18 

78 

448 

526 

34 

10 

North  Carolina 

3 

5 

11 

16 

47 

223 

270 

2 

33 

South  Carolina 

1 

2 

2 

3 

30 

33 

3 

Georgia 

4 

3 

6 

9 

3 

115 

118 

20 

Florida 

3 

1 

6 

7 

25 

146 

171 

6 

South  Central  Division : 

Kentucky 

8 

10 

10 

19 

299 

318 

3 

Tennessee 

4 

1 

3 

4 

15 

133 

148 

Alabama 

5 

4 

12 

16 

45 

289 

334 

20 

10 

Mississippi 

3 

4 

4 

4 

67 

71 

2 

Louisiana 

Texas 

6 

11 

8 

19 

162 

242 

404 

31 

13 

Arkansas 

5 

3 

5 

8 

42 

126 

168 

32 

18 

Oklahoma 

2 

3 

5 

8 

25 

167 

192 

0 

4 

Indian  Territory 

2 

1 

2 

3 

17 

47 

64 

1 

North  Central  Division: 

Ohio 

8 

15 

17 

32 

190 

377 

567 

22 

14 

Indiana 

2 

1 

2 

3 

5 

31 

36 

2 

Illinois 

12 

8 

32 

40 

55 

468 

523 

23 

2 

Michigan 

4 

17 

17 

20 

405 

425 

33 

Wisconsin 

10 

15 

12 

27 

268 

288 

556 

28 

Minnesota 

2 

3 

7 

10 

53 

82 

135 

Iowa 

6 

3 

18 

21 

69 

351 

420 

34 

12 

Missouri 

10 

12 

16 

28 

128 

348 

476 

45 

North  Dakota 

South  Dakota 

2 

1 

3 

4 

136 

88 

224 

Nebraska 

2 

5 

5 

28 

71 

99 

8 

131 

Kansas .' 

3 

3 

7 

10 

255 

262 

517 

23 

IS 

Western  Division: 

* 

Montana 

Wyoming 

Colorado. . 

1 

2 

1 

3 

17 

18 

35 

New  Mexico 

Arizona 

Utah 

Nevada 

Idaho 

Washington . . 

2 

3 

2 

5 

59 

54 

113 

Oregon 

1 

1 

5 

6 

72 

72 

California 

7 

6 

26 

32 

53 

376 

429 

26 

149 

Table  6. — Statistics  of  independent  schools  of  music. 


STATISTICAL  TABLES, 


49 


•Ajijjqq  jo  ani^A 

: N | » i i j i 

•AjRjq 

-q  ut  sauirqoA  jo  laqum^ 

50 

25 

•sa'BaA  q 
m saj^oijijjao  SuiAiao 
-ai  sai'Bnp'BjS  :jou  sjtiapnjs 

430 

4 

38 

•sjRaA  q j.s'Bi  ui  sa^np^io 

230 

22 

3 

5 

408 

20 

•oisnra  ot  3jaaM.  jad  ajoui  jo 
sinoq  oi  Sut'joAap  juao  jaj 

•oisnui  oj.  qaaM.  jad 
sjnoq  oi  u'Bqi  ssai  ^nq  q 
u^qj.  ajoui  Snt'joAap  ^uao  laq 

M M ! s i M 

•oisnui  oj  qaaAV 
jad  smoq  q treq^  ssa]  Sui 
-joAap  siuapnjs  jo  q.uao  jaj 

O O O • • • © Q 0*0  O 

*o  © © • • -0*0  Oh  O 

© 

•aiora  jo  sj^aA  g jo 
asjnoo  iooqos  q§iq  fimjaid 
-uioo  sjuapnts  jo  iuao  jaj 



50 

60 

50 

20 

60 

6 

10 

Shortest 
period  for 
which  stu- 
dents are 
received. 

•4- 

! 

c 

£ 

a 

1 

* 

) a 

1 M 

a 

5 1 

c 

3 months . 

10  weeks . . 
do 

do 

5 weeks . . . 

10  weeks . . 

1 term 

10  weeks . . 

10  weeks . . 
do 

Students 
enrolled  in 
department  of 
music. 

T*V>J, 

310 

127 

1,900 

43 

650 

350 

60 

90 

647 

700 

30 

72 

75 

•ajemaj 

280 

109 

1,760 

10 

550 

250 

20 

85 

(?) 

(?) 

10 

51 

50 

•ai'BK 

Instructors 
in  music. 

T»WL 

^ t-h  © O 00  *0  ION  (M  ^ L- 

HH  rH  (NW 

•aiBuiaj 

*o 

<N  «KO  rH  <N  rH  OOgj  rH  rH  »T5 

•ai^K 

<N 

<N  00  ^ 0)0^  rH  CO  (M 

In- 

cor- 

pora- 

ted. 

a 

a 

>- 

Yes. 

Yp.s. 

Yes. 

Yes. 
No  . 

No  . 

Yes. 

No  . 

Yes. 

No.. 

No.. 

No.. 

No.. 

Director  of  music. 

ti 

p 

u 

c 

tr 

Willis  E.  Bacheller. . . 

John  J.  Hattstaedt.. . 

C.  Frederick  Kellogg. 

Kenneth  M.  Bradley. 
Dr.  W.  W.  Hinshaw. . 

W.  W.  Leffingwell 

Joseph  Vilm 

Walter  Spry 

Walton  Perkins 

Charles  E.  Watt 

G.  Guttenberger 

Hyland  E.  Wilson 

Name  of  institution. 

King  Conservatory  of  Mu- 
sia, 

American  Conservatory  of 
Music. 

Chicago  Conservatory  of 
Fine  Arts. 

Bush  Temple  Conservatory. 

Hinshaw  Conservatory 

Leffingwell  Violin  School. .. 

Joseph  Vilm  American  Vi- 
olin School. 

Walter  Spry  Piano  School. . 

Chicago  Conservatory 

Chicago  Piano  School 

G.  Guttenberger’s  Violin 
School. 

Prof.  Oscar  Tunk’s  School 
of  Music. 

Zion  City  Conservatory  of 
Music  and  Art. 

i— 

CALIFORNIA. 

CONNECTICUT. 
Hartford 

ILLINOIS. 

Chicago 

Chicago  (523  S.  West- 
ern avenue) . 

Chicago  (Clark  street) 

Chicago  (Kimball 
Hall). 

Chicago  (243  Wabash 
avenue) . 

Chicago  (243  Wabash 
avenue) . 

Chicago  (203  Michigan 
boulevard) . 

Chicago 

Chicago  (Kimball 
Hall). 

Chicago  (Lake  View) . 

Chicaeo 

Zion  City 

Table  6. — Statistics  of  independent  schools  of  music — Continued. 


50 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


•Aj'Biqij  jo  eni^A 

•AiBiq 

-n  ui  sauinioA  jo  aaquin^ 

saisaA  g 

q.s'Bj  ui  sopeopipioo  Suiaioo 
-8i  saj'Bnp'BjS  jou  sjuapnjg 

30 

10 

8 

31 

38 

•SJ139A  9 JS'BJ  ui  saj'Bnp'Bio 

S ** 

3 

57 

49 

102 

•oisnm  oj  5J88AV  iod  9ioui  io 
SJUOq  01  §UIJOA9p  JU90  J9<J 

kO 

•OISUUI  OJ  5[89A\.  J9d 

smoq  oi  U'Bqj  ssoj  jnq  g 

U'Bqj  8JOUI  SUIJOA9P  JU99  J9J 

§ 

U3 

IO 

•OISUUI  OJ  5[99AA. 

J9d  smoq  g ireqj  ss9i  2ui 

-J0A9P  SJU9pnjS  JO  JU90  I9J 

o o 

O 00 

io 

Oi 

o o o 

00  o o 

o 

o 

"9JOIU  IO  SI'BoA  g JO 
9SIUOO  jooqos  qSiq  Suijaid 
-uioo  sjuapnjs  jo  JU90  ioj 

50 

60 

10 

15 

60 

100 

60 

50 

o.2  g 


c3  ® 
on  t3: 


O*  £ 


•puoj, 

106 

1,200 

940 

125 

150 

855 

500 

260 

63 

125 

80 

•gj'Buig.i 

^ • 1^10  CM  iO  »0  O 00*0  O 

00  • ^ r-  O CM  ‘O  oo  CO 

' N 00  ^ CM 

•9p?Pt 

22 

193 

50 

78 

50 

75 

10 

55 

40 

20 

’Fiox 

t>-  OjJ  O 1^  CM 

38 

18 

1 

11 

5 

"9|'BUI9kJ 

O CO  00  ^CM  CM 

CO  CM 

CM  Oi  *CO  • 

CM  ; • 

•*1VK 

^ O CO  *0  • 

CO  Oi  HiO  *0 

In- 

cor- 

pora- 

ted. 

Yes. 

Yes. 

No.. 

No.. 

No.. 

Yes. 

Yes. 

No.. 

No.. 

No.. 

Yes. 

o 

m .2  4J 
p fi  . 
fl'cScj 
® ® Cot 

1gl§ 

Sg£S 

" QJ 

•d 


o o 

11 


03 


OH 


M 

fH 

o 

>* 

"3 

< 

O 

0Q 

£ 

o 

l“S 

heis 

Becker . 

A 

8 

w 

h4 

m 

»4 

o 

'C 

on 

3 

> 

to 

►4 

> 

c 

•d 

2 

c3 

+n> 

3 

J .2 

< O 

• 3 

-M 

cn 

a 

£ 

Ph 

o 

O 

3 

o 

o 

5 • 

3.2 


O 3 


o 

O 

o 

O 

4p’3 

® 3 

o ° 

O)  OT 

O O)  rj 

3 

w 

.go 

m 

O 3 
«§  3 

3.2 

§3 

MM 

3^ 

T3  k. 
o 

P3  0 

3^ 

o3 

Ph 

3 M o 

§ 1 
3«° 

e » . 3 . 

2 3 +H>  o o3  O 

S S "3  “ “ 

g 32  3 

o 

to 

£.2 

CO 

3 

GO  . 

3 CO 

2 £o 
rnffl  2 

"3^2 

|o 

'3o 

03 

CD 

+,0^3% 

iSo 

Wpq 

Ah 

Ah 

& Q 3 

en 

•«) 

5 J 


O 

il 

a is 


£2 

o° 

FPF 


< « 


’si 

O O 

ai 

O -u 
Offl 


^ o 

W T. 

* I 

0) 


STATISTICAL  TABLES. 


51 


$5,000 

500 

150 

500 

500 

3,000 

500 

3,000 

2,000 

1,500 

200 

100 

100 

250 



3,500 

1,000 

5,600 

14 

630 

(M 

32 

354 

20 

118 

8 

5 

15 

8 

45 

8 ’ '• 

10  : 8 

100 

40 



70 

20 

8 

100 

100 

100 

100 

20 

100 

60 

100 

100 

25 

100 

100 

100 

100 

50 

90 

25 

25 

80 

10 

50 

20 

40 

10  weeks . _ 

do 

1 session . . 

20  weeks . . 

fH 

GC 

<3J 

> 

10  lessons 

5 weeks . . . 
2 lessons . . 
No  limit. . 

10  weeks . . 

do 

do.... 

10  weeks. . 
Term 

10  weeks 

3 months . 
10  weeks . . 
do 

50 

214 

45 

29 

50 

/665 

97 

700 

41 

115 

110 

200 

106 

95 

41 

610 

165 

200 

82 

406 

135 

40 

146 

35 

29*. 

35 

488 

71 

24 

80 

73 

100 

69 

80 

24 

570 

150 

170 

54 

356 

82 

10 

68 

10 

15 

177 

26 

17 

35 

37 

100 

37 

15 

17 

40 

15 

30 

28 

50 

53 

lO  © U3  cocoes  05000000000) 


Tfi  co  <o 


co  eo  xji 


N O 'O 


05  ic  10 


000a>0a>0a>0'0 


o o o 

fc  £ 52? 


£ >H  £ £ 


< s 

Hi 

T5  C$  r-J 
n 

a 


(-?  <1  Ph  Pr 


§ a 

0 g 

d W 

1 * 

3 cl 

3 o 

►T  05 

£ Hi 


« « 
2 ® 
a * 

’V  nE-1 

SJ5b 

H^g 

s w 


◄ &H  pq 


a 

o 

G> 

|.g 

3 00 

o a 

PQ 


g a 

§ O 

O o 
. o 

s.sb 


a^ 
O Eh 


b ’ 

o ! 
+q> 

£ ■ 
05 

a 

o . 
O ! 

■a  •[ 

a.2 

a m . 


O 

0 

'-3 
a 

+3 
CQ 
eo 

bo 

1 

s 

W«j 

•a  § 

►q  O Pm 


JK*  O 

> ^03 

l£  I? 

JOO 

isS 

50  g 
! a)  S 

j^B 
i o 


h 

o 

+3 

E 

05 

W 

a 

o 

o 

6 
M 3 

a 


TP  ® 
cs  a 
OS 

05  *h 

a:  O 
H 


a o 

2 * 

<H  0 

o eo 

o o 

o a 

,3  a 

8 * 

— ( N 


8^3 
Pq  Eh 


2 o 

° g 

05  > 

60  . g 

ii§ 

p-a  © 

('a 


*>.  C5A  c5  ©>  a qy 

.S.Sn.i3  03  . o -h  0 

H ^ CO  W r \ CO  - 

3 3^  hch  s 0 


Eh  Eh  Eh  Eh 


S * 

8 § 

° £ 
00  CO 

s-  sr 

3g3 

o®o 
p 2 P- 


a co  a 05 

bo5^>a 
otoo® 
m™m«h»Sh2(S 

pq  « pq  pq  pq 


I * M li  *1 

^ rti  ✓-loo  n 

co  JSg^a^aB^ 

44  .44  «'rr_--StT--SM  ft4  44 


44  as  <«  44  a “ h 
>h©  ^HoPoa^o 
- m3  OH  m‘  H 


cio 
8£ 
«15> 
w 

a?  44 
a _•  h 
o 


^3!>^;HOf-|JHOHicnk'”  l^Kj  c3  _ 

i*£i*i3s*!n*fs*s8* 

^ _ t_  - H m qj  (g  g,  gj 

JZ«  £ 


05  a 05  Eh  cD 

6 S5  £ 


05  A 

A 


d i 

0 ■•£ 

as  : 

a 

a d 

a 

cj  0 

rO 

1 fi 

a 

0 

1 A 

| 

8 

Pq 

a 

0 

5 

3 

O 

O 

a 
g 

■i  g 

Eh  £ 


Table  6. — Statistics  of  independent  schools  of  music — Continued. 


52 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


•Aj'Biqn  jo  anit?A 


•Ajuiq 

-il  ui  sounqoA  jo  aoquin^ 


•si'gaA  g 

qstJi  ui  saj'eogijjao  SuiAiao 
-oj  saqi'Bnp'BjS  jou  sjuapnjg 


•sjBai  s js-bi  m saj'Btip'BJO 


•oisniu  oj  JjaaAV  jad  aiour  jo 
sjiioq  oi  SuijOAap  juao  jaj 


•oisniu  oj  3[aaAv  jad 
smoq  OX  u'Bqj  ssai  ^nq  g 
ui?qj  9JOUI  gmjOAap  juao  joj 


8 2 


•oisniu  oj  3[aaAv 
jad  sjnoq  g ireqq.  ssoj  Sui 
-jOAap  sjuopnjs  jo  juao  jau 


g § 8 ! o 


8 g 


"9JOUI  jo  si'BaX  g jo 
9SJU00  looqos  qSiq  Suijaid 
-uioo  sjuopnjs  jo  JU90  joj 


g 8 


o.2  '§-£*© 

^ ©2,2  g 


!: 


M 


. 3 s « 

I I | I 

5 £ 2 S 


o.9- 


d,o  ©. 

© © d 

= 8| 
ffi  s ft 


si 


’I*WL 


•aimua,! 


<N  <N  (N 

CO  OS  CO 

00 


•ai'BK 


o »o  »oo 

>£5  t'-  Ttj 


XO  • xo  10  xo  • 

CO  • O*  CO  <M  • 


T®J0X 


•9I'BtU9li 


*9I«W 


1-1  o o 


i-H  t"  >0 


t—  SO  SO  CO 


£3  u ri'd 


0)  o © o o 

>H  fc  >4  £ £ 


o o 

fc  £ 


© o 
!*  £ 


^ M 

w 1 


© t> 


o3  3 


® © cs 

.2^  ■§  s 


ai  ” 

•9  s 

,0 

:« 


905 


pq 


fill 

M t-jCG 


J3  2 


<d  $ 

g>  5 

% £ 

0 a 
a 

c3  3 

•9  > 

1 

’Rsa 

co  t»td 

§Ss 

fig 


* « •* 


-0  5 a 

B ,S>  -g 

<D  . *h  • P 

S o 3.2  3 

p CO  p ^ 

sagas 

&?  Pm  > 


|p 

4^>  _ 

GO  03 

•se 


05 

.9  cs^ 
5-a  « 

■H  cS  © 

^ 13 
H3  a 

l-SK* 


"w  . bO 
£.2  2 

g§§© 

3 o 


d 

o 

o 

d 2 

5 2 
3 3 


©3 

I* 


© © < 
3 03  0: 


o3W  SSStooJ^ 

|.CQ^'Sg®i» 

dj^H+JOSSoSXj®^^ 

3„S^SjaSii3.s 

Ph  Ph  Ph  Ph  Ph 


d+» 

03  03 
lH  © 

tafi 


II 


d.2 
o 01 
© s 

03  1^1 


1 


q ^ 


Table  7. — Statistics  of  departments  of  music  in  colleges  and  universities. 


STATISTICAL  TABLES, 


53 


•jfi'Biqn  jo  onjBA 

. . O 

. . O 

. . 

! ^ 

8 • ! 1 

•Ajtfjq 

-i[  ui  saumiOA  jo  laqranK 

: :g 

63 

500 

•sjboA  9 jsb[  ui  oisnui 
ui  soj'Bogijjao  Suiaioo 
-oj  saj'enp^jS  jou  sjuopnjg 

• iO  • 

• CO  • • 

. CO  • • 

•sj’goA  g 

ui  oisnui  ui  soj^npui*) 

O 

00  • 

O 40  • 

40 

11 

6 

•oisnui  oj  3[oo  w rod  ojoui  jo 
sahoq  ox  SuijOAap  juao  joj 

• 0 • 

•oisnui  oj  jfaaAi.  jod 
sjnoq  ot  uBqj.  ssa[  ^nq  9 
unqj  aioui  Suijoa  op  juoojoj 

• ° • 

CO  O 

•oisnui  oj  ^oom 
jod  smoq  9 u-eqj  ssaj  Sui 
-joAap  sjuapnjs  jo  juao  jaj 

100 

° 

100 

95 

50 

100 

94 

90 

•ojoui  jo  sjboA  g jo 
asjnoo  xooqos  qSiq  Suijojd 
-uioo  sjuapnjs  jo  juao  jaj 

0 0 

00  © © • O 00  40  0 

rH  40  CS  '40  0 05  05 

Shortest 
period  for 
which  stu- 
dents are 
received. 

1 term 

1 month  . . 

1 month . . 

1 month . . 
1 lesson. . . 

5 months . 

18  weeks. . 

6 months . 

1 term 

6 weeks... 

Students 
enrolled  in 
department  of 
music. 

•pnox 

90  CO  £-<N  O ^ t-h  t-4  CO  <M  4005 

05  ^ OOO  rH  00005  *00  05  hN 

•aimuaj; 

0 

05 

88  0 Sog  : 88  28 

•atBH 

00 

c,<°  ^ 28S  % ««  55  S300 

Instructors 
in  music. 

'I'BIOX 

05  e*  «5H  ^ ^ 00  CO  1— ( T|i  0 CO  CO 

•afemaj 

t-  c*  ->r  -h  eo  1-1  >0  • ■ fo  •'  rfi  ro 

•ajBK 

<N 

t-H  • rH  COCOCO  i-H  f-h  O <N 

In- 

cor- 

pora- 

ted. 

Yes. 

Yfis. 

i 

1 

£ 

No.. 

No.. 

Yes. 

Director  of  music. 

William  L.  Thick- 
stum. 

Mrs.  Jewello  H.  Cren- 
shaw. 

Miss  Mildred  Bryant. 

Madam  Otto  Blank- 
hart. 

Dwight  C.  Rice 

Walter  F.  Skeele 

Prof.  Sehorcht 

Oeore'p.  M.  ChadwiVk.  _ 

Edward  D.  Hale 

Horatio  Parker 

Orwin  A.  Morse 

Gertrude  M.  Leeper . . 

Name  of  institution. 

1 

Ouachita  Conservatory  of 
Fine  Arts. 

Arkansas  Cumberland  Col- 
lege. 

Philander  Smith  College 

Occidental  School  of  Music. . . 
University  of  So.  California  . . 
St.  Mary’s  College 

Universitv  of  Colorado 

Colorado  College 

Yale  University 

John  B.  Stetson  University. . 
Rollins  College 

A © 
ft  9 
'3  > 

«S  £ 

■a  s 

<J  G 


A* 

03  Ph 

<D 

<D 

o3.tJ 

fro-} 


5 ° S 

O o5 

J O 


©I 

DO 
© o 

pqc3 


_a. 

D >H 
«§  © 

H D 


Table  7. — Statistics  of  departments  of  music  in  colleges  and  universities — Continued. 


54 


MUSIC  EDUCATION  IN  THE  UNITED  STATES, 


•Ai'Biqn  jo  ani^A 


•Ai'Biq 

-H  ui  saunqoA  jo  jaqum^ 


•si  boa  g q.evi  ui  oisnui 
ur  sajBoyijjao  SuiAiao 
-ai  sajunpuiS  jou  sjuepnjg 


•sjrcaA  g 

ut  oisnui  ui  sajunpuio 


•oisnui  oj  3J80A4.  jad  ajotn  jo 
sjhoq  oi  SuijOAap  :juao  joj 


o »C  . 1C 


•oisnui  oj  jjaaAv  jad 
sjnoq  of  UBqj  ssaj  q.nq  g 
uuqj  ajornguijQAap  juaojaj 


O OMt 


S • • § g ’ 


•oisnui  oj  3[aaAv 
jad  smoq  g iiBqj  ssaj  Sui 
-jQAap  sjuapnjs  jo  ^uao  jaj 


g 8 


ggg°gg 


•ajoui  jo  sjeaA  g jo 
asinoo  iooqos  qSiq  Suijajd 
-uioo  sjuapnjs  jo  juaa  jaj 


S S 


m 


a>  .3 


•O 


8 8 
<N  CO 


x o O gIS 

c5  Q)t3  cg  £ CD 

r-f  C . CZ3  ^ > 

§•  £ 


■©  g 

8 5 

P o> 


S © fi 
33  8 5 


"H'O  § o 
© © 3'S5 

tlrt  H b 

3 o-£  fl 

+J  d d H 

fflfla 
© S> 


•ajBUiaj 


•ajBH 


;Sg 


o.a 

+->  M 

© 3 


•IBJOJL 


•aiBuiaj 


*Wt 


M OOiOffiONCDNlONCC 


Na^HMco' 


<m  ai  ■cceci-Hcoai 


A t S'd 
o o © 

M 


O ■ o> 


© S 
« * 
W ^ 

S . 


©*  • c?>>  ■ ■ ■ j 

3 i&iSd 

Qjxj  (15 


r*  q ► 

O 


s*  a 

W§1 

S-Sg 
a £ 


. 3 

&P  © . 


) QJ  & 

rt 


« 3 gw  a <$  .©  . 

g^aSHos«^s§ 

5 CO  CO  ^ ^ ^ rO  5 

KPh'^OSSHOWPh 


JH 

© <u 

»h  s« 
ai  3 m 
3^3 
3fi  oe 
o « 
n.©^ 

3 § . 

Is  a 

WSfq 


8b  be 


h>. 


t>P© 

3 d • 

•a  S JC-S  O 


» :■§ 
So  o Sb-S 

33°33B 
® 3 3«m 

-3-2  ce  t>. 


SlSllS’ 

“5  K-2  J 


IlSsis^a 


ce  S 8 8.S  1 

g^oi'8'2 

fipqo 


53 
0) 

m m wPhP 


© 
bo 
S ® K 

ill 

s§s 

8*5 1 
S3  § 


! w : 

• • • • 

• • . • 

• * . * 

◄ 

; 1 : 

i ri  r2 

• * . • 
i ' . • 

• * . * 

: :gfcP 

o h23 

32  §11  oi 

1 

: !j2 
© ■ 33 

33  • m 
33  d «3 

STATISTICAL  TABLES, 


55 


*o 

l> 

88 

| | 

O 

© 

TJ1 

100 

2,500 

o 

co 

:8 
• o 
. co* 

1 

100 

3,000 

•“* 

- 

f 

Zl 

o 

t'-  to 

13 

27 

15 

O O 00 

HCOH 

<N 

to  • 

*o  *o 

CM  <M 

*o 

§ 

8^ 

*0*0*0  . 
CS  <M  <M 

o 

*o 

*o 

O 

o 

100 

100 

100 

8 

100 

100 

75 

*o  CO  o o o *o 
to  OO  05  *o  *o 

o 

*o 

8 

O 

05 

100 

100 

100 

8 

i-H 

8 

*o  *o 

!>•  <N 

* 

1000COCO 
(M  *0  05  CO 

• O 
. CO 

*o 

*0  0 0 o 

to  CM  ^ 

50 

7 

|88  | 

3 months . 
12  weeks . . 

is 

r > 

1 

t 

* 1 

12  weeks . . 

if 

■>+- 

11  weeks. . 
3 months . 
A nv  timfi 

No  limit .. 
10  weeks . . 
Nn  limit 

No  limit. . 

10  weeks . . 
9 weeks . . . 
3 months  . 

5 months  . 

1 quarter  . 
5 months . 

1 term 

1 vfiflr  

do 

o o *o*o  *o  *o  o *o  *o  co  o o o^hoooo*o  o *o  co  c*  oco  0050  i-h 

*0  *0  1^*0  CO  2 g ^ 2 CN|  co  TT  CN  So  L-  05  ^ CQ  1-H  NlOH  *C 


>©CO*Ot^OOO© 


;s§; 


COO^IOCOHOJIOCO 


OfNOOOCO  0*0 


(M^HNIN  .CO 


1 <N  <N  . T 


W(NN^(N  CO 


o Q>  o c 


GG  • G Q GO  QQ  GO 

Q3  • 0)  Q3  Q3  03 


O O 03 


® o o 


© © 

I*!* 


O O 4)  O 


® < 

GO 

I 8 

w g 

cS  o 


o R 

CQ  ^ 

d^ 

-O  C 


wW^> 

§ 2 .2  6 f> 

•H  h » 

££  «P5 


; be 


-d 

H _ 

0 '"d 

1 $ © 1 J3  o 

01  ® °P  S j a 

8®  ■ Jh  g 

5— » • Ph  —t  l G . O 

o<Jsw|><i«g® 

2 ^ S 2^ 


r£|£> 

o .«W 

C3^  . CQ  O 

a«?i5 

^ m O Os'S 

;±3  ^ 

Pn^OOPi 


“S 

bc.£P 

o sh 

P5  C3 


i« 

*?  ® 

© EL- 

o S3 

p 03 — 

PPO 


■ : bio 

£ : S 
— a'o 

4>  -a 

.SftSg, 

PP  £m 

. <3  . 

=3  R+2 

R5,R  03. 

£££ 


«n 

Me 

1“ 

S£ 


62 
R O 
o3  O 

ws 


o3 

ft 

iS  be 

o ® 

■HO 


dco 


So  be 
Sr© 


§§tM>  „_ 

"ISsSSoS^ 

S|gfeoxo| 

omPH^hPmSpq 


£& 

»3^ 

§P® 


+j  03  Q 


0,-n 

+J  o 
'o2  P, 

IS5-® 

5 o = ® 

&■£  BCflO' 

CS  O §k<5^°+S‘C 

WooWM  oaP 


tfs 

;s  a 


' 03  w-} 

2 ^ 2 
_ te  c3  g 

© „ q2 

o£  2S 
r o is^ 

cS  O 0^3 

Km 


splfpS 

■gpsiiag 

oQPPOM 


X R 

§1 

GOTO 


R-H 

=3  So  oj^ 

pqHKPS 


K*> 

8 a 

_ o 


(Ag 

m 

P 

® 

be 

— X) 

W 

\ \ ®‘ 

S 

Op 

<3 

:9 

o 

CO 
t n 

® §ii 

o 

^ 03 

<! 

S 

R”S 
r o g 

p 

ei 

Table  7. — Statistics  of  departments  of  music  in  colleges  and  universities — Continued. 


MUSIC  EDU( 
•Ajuiqil  jo  onjuA 

> 

H 

M 

o 

fej 

IN  THE 

Q 

O 

© CM 

UNITED 
8 8 • 

STA 

T1 

3S 

•AjBiqxi 

ui  soxunjoA  jo  aoquin^ 

00  *0 

^ cm 

00  rH 

CO 

O O • 

*o  CO  • 

•sjboA  g jsiq  ui  oisnui 
ui  saj'BOijijjao  Suiaioo 
-oi  soj'Bnp'BjS  jou  sjxiopnjg 

: 

CO 

•siboA  s 

jsbj  ux  oisnxu  ui  saj'Bnp'BJO 

! 

00  -HH  • • CO  • 1 

SO  «5<N  00 

•oisnui  oj  ^oom.  jod  oioui  jo 
sinoq  OX  Suijoaop  juoo  ioj 

3 : 

•oisnui  oj  qooM.  jod 
sinoq  oi  UBqj  seal  ;jnq  g 
UBqj  ojoui  SuijoAop  juaoaaj 

• o 

O CO 

CM  CM 

• o 

8 

•oisnxu  oj  qaaAV 
jad  sinoq  g ireqj.  ssaj  Sux 
-joAap  sjuapnjs  jo  juao  ioj 

100 

90 

48 

77 

100 

100 

100 

100 

88888  88 

•oioui  jo  siboA  g jo 
asjnoo  iooqos  qSiq  Sux jajd 
-xnoo  sjuapnjs  jo  juao  ja<j 

O 

o 

O *OOCM  ■ O O COO^O 

00  O CM  -©CO  CO  r-H  CM 

8 • 

Shortest 
period  for 
which  stu- 
dents are 
received. 

3 months . 

i 

i 

9 weeks . . . 

9 weeks . . . 
5 months . 
No  limit. . 

5 months . 
9 weeks . . . 
4 months  . 

No  limit.. 

12  weeks. . 
10  weeks . . 

> co  a 

Jr^ 

!S  S 

;*  ^ 

\ 2 a 

i 

1 

) 

) 

) 

Students 
enrolled  in 
department  of 
music. 

‘IBJOX 

lO  io 

05  o 

00  CM  CO  ONN  *Ot^CMI>CM  O 00 

C5  CO  CO  i— 1 CM  CO  CO  ^ ‘O  CO  CO  00  t}i 

•aiBiua^ 

00  o 
00  00 

O CM  CO  CM  05  CO  • CM  CM  rH  O CM 

00  COCM00  tH  CM  CM  -050HCO  CM  ^ 

•aiBj\[ 

CM 

CO  c OH  H H CM  lOiOOOH  O CO 

rH  CO  rH  rH  ^ CO  CO  CM  CM  CM 

Instructors 
in  music. 

•IBjox 

(NWCOOO  CO  CM  CM  rHrHCM  CO  CM  *0  *0  CO  ^ (M 

•aiBiuaj 

N •«!£)  <M  ! t-H  j j <N  • rH  eo « »0  NH 

•aiBK 

• CM  CO  CM  HWH  HH 

CO  ?H  cs  ca  HH 

In- 
cor- 
po  ra- 
ted. 

ui  • • m m • a 

a>  • O a)  a>  • a 

>h  \y>*  > 

) 00  CQ  • 00  GQ  • 

) 0)  0)  O CD  <D  O 

* y 

Director  of  music. 

Miss  Louise  Freyhofer 
Melville  W.  Chase 

£ 

a 

• > 

■y 

jpc 
• c 

i§ 

Elizabeth  Bintliff, 
A.  M. 

William  L.  Gray 

Prof.  J.  M.  Pearson. . . 

Charles  Hall 

Fritz  Kroull 

Miss  M.  Elizabeth 
Watkins. 

R.  P.  Rider 

Edgar  S.  Place 

William  C.  Chalfant. . 

Zeno  Nagel 

Blanche  Whitaker I 

Name  of  institution. 

Michigan  Agricultural  College 
Hillsdale  College 

O 

! CL 
;| 
! c 
!c 
Is 

! c 

IK 

Olivet  College 

Carleton  College 

Parker  College | 

Clarksburg  College 

University  of  Missouri 

Pritchett.  College 

William  Jewell  College 

<p 

t 

o 

'J 

>> 

2 a 
-r  tx 
cs  a 

1 1 
W p 

ip 

Tarkin  College 

Central  Wesleyan  College 

Montana  Agricultural  College 
University  of  Montana 

State  and  post-office. 

I 

MICHIGAN. 

Agricultural  College . 
Hillsdale 

Holland 

Olivet 

MINNESOTA. 

Northfield 

Minneartolis 

Winnebago 

MISSOURI. 

Clarksburg 

Columbia 

Glasgow 

Liberty 

• x 
z 3 a; 

ii 

SI 

Tarkio 

Warrenton 

MONTANA. 

Bozeman 

Missoula 

STATISTICAL  TABLES. 


57 


O Q O O 


s§ 


100 

OOOO 

oo-^o 

is 

CO 

CO 

100 

o 

GO 

100 

100 

iO 

*0*0  0*0 
NCOOW 

*0  o 

S 

*0  o 

*o  o 

r>-  ^ 

(M  *0 

<M  ^ 

o> 

; 

: • « • 

m ’ 

m 

© 

: 

m 

+S 

I 

: \a  : 

• • 3 a 

• • o C 

3i  : 

3 a 

O B 

a 

3 

o 

31 

+j 

3 

o 

: 5 

• 3 

• o 

i 

A 

3 a 

o C 

O 

: 

a © 
3+^ 

a 

a 

i a 

a^ 

& 

• • CO  H|N 

CDi-H 

CO 

(N 

CO  T-H 

rJi  m 

sa 


168 

62 

560 

317 

130 

o 

tB 

LC 

CN 

I S 

448 

80 

200 

56 

40 

650 

§ 

§ 

o 

00 

CO 

<M 

oo 

O L- 
<M  <M 

r-iOi-ioo 
fO  IO  50  CO 
(N  i-l 

5h  ^ § fo 

t-H  ^ <N 

s 

o 

(M 

00  jo  • 

(N  • • 

• O 

:g 

s 

CO 

<M 

CO 

i>* 

Oa 

:S 

HiOON 
CO  rH  CO  O 
<N  rH 

T-H  ^ O O 

lOHNcO 

s 

2 

25 

> r>- 

1 t-H 

150 

80 

160 

56 

iO 

CO 

3 

o 

00 

O 

iO 

i ^ 
CO 

6 

40 

12 

31 

OOCO^OCi 

CO 

1 cc 

) <M 

T}1  Tjl  (M  lO 

il 

19 

iO 

CO 

<M 

- 

105 

i-iooeoi> 

CO  i-l  t>  ■>1' 

<M 

! 01 

« • • | 

•CD 

CO 

- 

1 ^ 

Tjl  CO  TJ1 

<M  <N  00  iO 

- 

1 CO 

<M-cf  IMUO 

rH  CO 

io 

IM 

- 

>o 

• tji  !co 

© o © o 

o 

Yes. 

Yes. 

• CG  • • 

• fl}  • • 

> : : 

Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

© 

o o © © 

ji  ! i 

3 

' 

: 3 : bo 
n'S  :i§ 

fH 

© 

£ 

3 

* 

■© 

Joi  : : 

02  L_:  8 § 


8*3a>-  « 

lip  1 

w>3g  S 

. cSIT*  © ‘C 

WW^>  fin 


K® 
© 2 


H K !-S 

© £ S3 
>>0  ; oa 
sSdO  .M 

,3  W 3_  u m 

^.spI'h  ^ 


© 03 

a*§Hl 

§j«w 

H • 3 ,•  ^ © S' 

? © o %m  S § 

^WWW  WO 


O pq 

CQ  .fcj 

a & 

£ <8 


sfowl 


^3 

®sa 


'O’o  K-°^0 
© S <a  02  m 
3d  3 W’o'O 
S3  03  <?  3 3 

$a  "^w-* 

MS  .23  © • 

■ ■p  gSpcJW 

©•£ 

'S  ©.2  <n  S 

ra  ,q  'O  fn  ,-)  as  »h 

*3h  SSShj 


• > 

«ig 

W /-i 

g| 

3 >» 


ffi  ©LJ  © 

$$?°£  8> 
3 s >>  © 

O o+i  c3  33 
OOw-M  O 

3 2 © os  ^ 

O 3 > S-,  £*3 

•2  03  rQ  5h 
fl  O Q © w O 

PAP6  ^ 


© bO 
bO© 
©33 

0(J 

6 a 

§8 
a A 
tH 

Qco 


3 

+3 

3 

•2« 

as 

<5  <5 


bo© 
© © 

7^ 


>> 

t3  6b 


-2 -a 
as 


o°h»: 
ra1-1  3 


l! 

p* 


W)  § 


- 


'O  oa  o+i 
<1OO02 


S P3 

. o 

S w 


£ &g 
2 = 1 
Sp  3 

< o 


o 3 


£ § 

|i 

3 © 

WO 


.2 

«pOH 

3 © a 
oSS 
CX_)W 


®,d 

o © 
3 3 
ca  oa 

MS 


^ • 
•a  : 

a 

© 

bfl 

o 

o 

3'  : jd 

t>i  • : o 

P : 
oa  ra 

© 

n 

■4H 

A 

o 

o 

3 

o 

T3 

7?  oa  © 
§W^ 

M 3£  © 

53  3 
3 O 
Moa 

H 

K 

O 

o 

a 

© 

o 

3 

o 

1 

o 

3 

wwS& 

pq 

3 

O 

o 

22 

3 © 

hw 


Wg©^ 

> 03  2t? 

^ ^ a > 


Table  7. — Statistics  of  departments  of  music  in  colleges  and  universities — Continued. 


58 


MUSIC  EDUCATION  IN  THE  UNITED  STATES, 


•Aj'Biqn  jo  oni'BA 


•Ai-Biqii 

tn  sannqoA  jo  laquin^ 


88 
<N  r-i 


•sivdA.  g jS'Bi  m oisnui 
tn  sapeogijiao  Su’iAiao 
-at  sairnipuiS  jou  e^uQpnjg 


CO  iO  ■ O 


•si'eaA  9 

q.stq  tn  oisnui  tit  sajunpuio 


®tf>OiONO«0>0 
MH  *0  W H i-( 


•oisnui  oj  qaaAv  lad  aioui  io 
sinoq  oi  SuijOAap  juao  jaj 


•oisnui  oj  j[aaAv  lad 
sinoq  oi  nuqj  ssa]  jnq  g 
nt?qj  ai  oui  guijOAap  juaoiaj 


•oisntn  oj  qaaAt 
lad  sinoq  g ireqj  ssaj  Stq 
-joAap  s^uapnqs  jo  juao  iaj 
•aiotn  io  si'eaA  g jo 
asinoo  looqos  qSxq  Sui^ajd 
-moo  sjuapnjs  jo  juao  laj 


OO  CD  O O Oi 


;88 


o o o o o 


®s  -2  §^3 

03  go  c$  ® 
CO 


CD  r*H  CD 


CD  QJ 


s'S  uM  a ®j2  a 


“-2  2 
H4IHM 


GO  r*  • GO  • • ri 

!§•§  i-sfgg  !§ 
in  \i  :*ss*3 

i-H  CO  • >-(  'lOOrtHH 


fl'O  So 

ills 

2 St?  PI 


m Pi 


»o  m oo  o o o 
rtN>or 


’I'BJOJ, 


•oi'Btuaj 


»C  r-l  CO  no  00  >0 

*0  Oi  00  H TT  Tji 


•91 


> © tji  iO  ' 
I'CD  f-t  r-H  < 


o 2 

o i2 


•I'BJOJ, 


CO  'MHIOIQCO, 


•ajmnaji 


•ai^K 


■ CO  rH  <N  CO 


CO  CO  CO  t-  03  <N  i 


( CO  CO  TH  CO  CO  CO 


<MCO<N(NO)CO.-UOi-IO* 


03  • O 


O O 


o o 


s £ 

w ° 


Q 

©,d  i.a 
)Ss«? 


wi*b^£§s 

g^cc  ofe  g_3  S 
SoajOh^Oh^P^ 


® .S 

g'O  •- 

2 p Pxi 

03  cO  03> 

3E  mo 

gg-ge 

asfsS 


• • <D  • ’ • 

ce  | J fl  o 
ggfc.qg.S'o.S® 

•K-|df 


>H  M 


gOQCO 

« 03 


'<D 


8 


Wf^OQwW^owd 


. CL1 

, a)  a)  .tz  JS 

^s! 

»— i N .^h  JZ3  ^13  Jr  a; 

° g,  g o o .2  ^ So 
o “goo  S-g  ® 

a pa  > a>  tcP  ”3 
H O -a  TJ  R >>r2 
Sn  h a ® fl-^O 
§-2'53‘S^i 

IlISpIl 


C bow 

30S 

)5<m  o 

•c  00 

)>5JP 


0-<.-S 


cS 

b0>,2 


>>Pl  ” 
rt  o ® 


Q, 

■5  WiCO 

- I® ■§  ^ 


S)03gS) 

bO'S  o'Ss 
® in  bo’s  -3 ,5  7; 

wUS,^^a 

•32^0-3  0^0  - 

|i2Gl!|ils 


(>>3  2 a 

igy 

<1owpm 


1^b21SS3SpI 

its  ^'^*§^5.3 1 

<CpqpqOh3S!z;pHd5^ 


STATISTICAL  TABLES. 


59 


CO  HN 


88  8 


88 


88 


8 

50 

o o co  *o 

co 

OO 
00  I-H 

o 

co 

50 

co  *o 

CO  00 

CM 

75 

. lO  O • lO 

• cm  o • 

14  weeks. . 

12  weeks. . 

1 lesson... 

No  limit. . 
5 months . 

1 month.  . 
5 months . 

3 months . 
do | 

1 term 

No  limit. . 

3 months . 

1 month.  . 
9 weeks. . . 

18  weeks. . 

1 term 

■ 

6 weeks . . . 
3 months  . 
9 weeks . . . 
18  weeks . . 
5 weeks . . . 

8 

100 

97 

103 

->fO 
co  oo 

156 

25 

OJIOOCO 

CONHN 

325 

00  O O O 

^cooo  S 

iOH 

o »o 

49 

75 

100 

310 

100 

33 

<N 

<N 

O 00  co  o 

O i-« 

^ o 

j$ 

• O 

• o> 

CO 

o ^ oco 
CON^OCM 
CM  rH 

CO 

00 

CO  00  »ON 

<M  <N 

CO  co 

00 

Xf1 

! 00 

O CM 

TJ« 

<ft 

00 

00  o 

CO  rH  i-H 

36 

4 

lO  CO 

• lO 

138 

34 

09 

08 

00  (N 
<N 

CO 

OOOOON 

coco 

(N 

<N  CO 

<M^ 

lO 

COCOON 

1C 

CO  <N 

1 fH  CO 

•00 

CM 

^ CO  CO  05  CM 

<M 

!<n 

<M  <M 

iO  rH 

COCQ 

' <N 

- 

»Or- 

1 tH  ^ 

1C  CO 

- 

CMi-H 

j 

CO 

<N  1-H 

’•<N 

: -* 

• rH  CO  CQ 

-- 

» • Oi 

<N  *0 

r< 

<M  <M  co  CC|  rH 

© O © 


0)  O © 0) 


o o o © o 


© <7 

ft^ 

feg 


S« 

dS 

0Q  ^ 

a>  P» 

S'5 

5ft 

£s 

ftpH 


-a  S d’g 
”3  5 o 

S®.Eo 


G 2 c 

© <3  O 

*->  -•  +» 
m P . bD 

® g s.e 

s a 


2 ©w 
< 

„ j-Sl 

S .2  o O 
oSPiB 


Orv] 


(=1.2 
•JS  > 

o g . 

HI 

. M 

Sfe,® 

|og 


© 


ffift  oft 
bo2w 
-S  pj  . 
MO  3J 

gj3SC 

£ S^w 

*0*^ 
ffl 


n >i  S3^<  m 
&2 
3m 


os  *i  53  : *• 

a ji§  *.2 

2a  s :1 

pj  . 

oH  jftPn 

best!®  2 

|a.S^§ 

Q SO"  O 


^>+3  ©So 
"<  *2  §?iS 

0^37? 

I|S| 

S|?I 

llsi 

© c3 

S &>< 


ft 

t>. 04 

£W  t>> 
<n 

SS  g 
> © © 
‘3  © • > 

I — . © (^  3 

S-d  £p 
Om  £ 


££ 

© s 

> g 
£3££:g 

C d M £ 

n£  53  © 

£ H ? .► 

ro^ft  (3 

©£^►5 

feopp 

<H  t>> 

ft^  0£ 

?KV>£ 

o o <&  (h 
oqPmM&h 


© >H 

bo© 

®2> 

I3£ 

SM 

©ft  (=1 
+j  cnft 

£ .©  ca 
© u *a 
W)®  .9 

ftft  M 

^2.5 


be 

s Se 
o2 
O o 
ftO 
tn  9 

O cj 

* a 

+j  +^> 
22 


5 

w _ 

B s 


Cft 

&-e 

o o 


ft  g 
© cj 


■ -g 

gl 


SP 

3 

©ft 


© 9 03 133 


5 a-*  3 
§ |-c§ 

^ as! 

ft  ftft 

•S  2.2 
Wft« 


!? 

o 

H 

e 

g 

3 c 

CO  5 

H g 

£ s 


U 

2 «s 


< 

2 

3 

g 
> 

H c 
co  H 

w g 
£ 6 
© 
m 


©+^  M Oj  fl 

g^ll  ft 
•<wsiiS 


Table  8. — Statistics  of  departments  of  music  in  colleges  for  women. 


60 


MUSIC  EDUCATION  IN  THE  UNITED  STATES, 


•Ainiqq  jo 

© © 

© © 

© 40 

cm'  t-T 

50 

2,000 

2,500 

•AiBiqq 

ui  saunqOA  jo  joqum^; 

i § 

CO  co 

§ l j 

1,000  | 

’sieaAg  jsbj  ui  ois 
-nui  ui  sopeoqijiao  Suiaioo 
-ar  sojenpuiS  jou  sjiiapnjg 

CO  CM 

00 

S ~ : 

•siBaA 

g jsb[  ui  oisnui  ui  soj'Bnp'Bjf) 

CO^O  CM 

CM  r-i 

© 

20 

20 

© P-  CM 

•oismu  oj  qaaAY  lod  aioui  io 
sinoq  oi  SuiJOAdp  juao  iaj 

! ° ’ 

•OISllUI  OJ  2f08AV  lad 

sinoq  ot  u^qj  ssaj  jnq  g 

U’Bqj  01  OUT SuiJOAOp  JU80 18J 

40  © 

40  © I 

CM  rH  • 

8 : 

•oisnui  oj 
qaaM.  lad  sinoq  g ueqj  ssaj 
-joAap  sjuapnjs  jo  juao  la^ 

OlO  O O O IO 

O 00  Oi  O 05 

40  © © © © 

t-  © © © © 

8 j 

•aioui  io  sjvoA  g jo 
asinoo  jooqos  qSiq  Suija[d 
-uioa  sjuapnjs  jo  juao  iaj 

25 

0 

100 

23 

ooo  o © o o 

05  O Oi  «5  »0  T ^ 

Shortest 
period  for 
which  stu- 
dents are 
received. 

. .. 

18  weeks . . 
No  limit. . 

I 

1 month . . 
4 months  . 
1 month . . 

No  limit. . 
3 months . 
1 term 

; c 
j 'C 

> 

• • 
GQ  * 
^ : 

> $ u 
! « <S 
^ 0) 

2^ 

Students 
enrolled  in 
department 
of  music. 

■JBJOJj 

ioo  io  o ^ o o oo  o o r-  coiooh 

0500  CO  00  rH  HO-^  00  NTPHh* 

CM.  rH  r-i  rH  t-H  rH 

•a[euiaj 

ICO  40  O ^ O O 00  00  © O 05  40  © rH 

0500  CO  00  rH  rHOTJi  rH  t>-  00  CD  ^ 0>  N 

CM  rH  rH  rH  rH 

•aii?H 

• © • • • • • ’ CM  • rH  TJH  ! 0_©_ 

* ; ; ; ; ; ; cm  • • cm 

Instructors 
in  music. 

*m9x 

40©  CO  © rH  40  t'-  t^^CO  ^ CM  ^ CO. 

•apmia^ 

•^o>  co  co  .-I  cocoeo  (N<Ncoca_ 

•ainpf 

: t- 

! 

^ : 

A i 



Yes. 

Yes. 

Yes. 

Yes. 

Yes 

| Yes. 

Yes. 

Yes. 

Yes. 

Yes. 

GG  W_ 

a?  a? 

• 

Director  of  music. 

a 

a 

a 

C 

(Z 

c 

a 

j l 

* • a3 

|B  (*  S 

if  1 1 

■a  5 i 

|h5  m Z 

:w  s £ 

Sister  Helen  Loyola . . . 
J.  Lewis  Browne 

K A . .Inst. 

Alwyn  M.  Smith 

Ferdinand  naberkom . 
Wm.  EL  Sherwood 

i * 

0 g 

m P 

h ^ 

H * 

>5  § 

1 S 

9 c 

i 

) 

i 

) 

1 

> 

p 

> 

> 

s 

Henry  W.  Pearson 

Name  of  institution. 

§ 

a 

'c 

c 

a 

1= 

a 

.C 

< 

Judson  College 1 

Central  College 

Mills  Pnllecrp, 

§ 

« 

P c 

! C. 

! $ 

1 p 

1 l 

Southern  Female  College 

La  Grange  Female  College 

Illinois  College 

St.  Mary’s  School 

© 

tuo  a 

t 

i ? 

0 4 

1 1 

§ C 

8 

a 

C 

>C 

1 « 

* 

: a 

>pc 

Owensboro  College 

: Logan  Female  College 

State  and  post-office. 

ALABAMA. 

Marion 

ARKANSAS. 

Conway 

CALIFORNIA. 

DISTRICT  OF  COLUM- 
BIA. 

GEORGIA. 

College  Park 

La  Grange 

ILLINOIS. 

Jacksonville 

Knoxville 

’ H 

: w 

• u 

• p 

’ H 

S 'A  a 

s M 

8 5 

A P 

a 

P 

!i 

II 

Owensboro 

Russellville 

STATISTICAL  TABLES, 


125 

50 

2,000 

• O 

:S 

1,200 

103 

30 

1,000 

8 8 

:8 
. io 

006 

7-1 

HON 

8 

19 

• CM 

Ol 

iO 

11 

17 

MOOO^CO  O • ^ • 

H H (N  <N  t-  H CO  • t-4  • 

© 

• iO 

• o 

. TJ< 

o 

»o 

100 

50 

7 

O tH  CO 

TT  CO 

is 

• O 

! °* 

o 

50 

88 

70 

100 

60 

99 

88 

100 

33 

100 

100 

10 

100 

50 

25 

30 

75 

B8  888  8 8 

C0*000»0*0  IP  O O 

CONON(NN  T-I  o a> 

8 

H 

a 

> 

r* 

Z J - - - 

18  weeks . . 

3 months . 
| term 

i term 

6 months . 

U 

I 7 

*>> 
4 H( 

t- 

3 c; 
) a 

Nr- 

! • l 

) ; C 

*>  ; p 

4 • r- 

) 

10  months 
J hour 

5 months . 

1 year 

1 semester 

6 months . 

1 semester 
10  weeks. . 

l year 

3 88  a 888  322  8 s 

CM  HH  CO  ^ 

OiOCO^OO  lO  (M  OOO^ 

15  8 ^^8 

2 88  5!  888  823  8 R 

rH  HH  CO  ^ 

MWN^OOO  lO  (M  CM  iO  OJ 

!5  8 ^^8 

! ! ! o co  • • ! ! ! ! *o 

• « . 00  • • .... 

SMO  j |N  • • OHN 

T-i  CMCM  ^ 10*0^  WOO  t-H  o NOWOOKCN  T-J  O 


rH  CM  CM  CO  cocoes  'COCO  O O lOOWiO^l'iO  • CO  ^(NN 


£ ££ 


O 0> 


£ :£  £ 


w m a)  w 
a>  <D  © 0) 


DO  CO 
0)  <p 


£ £ 


© © o 
i*;*:*; 


a P5k 

-e  . N3 

© §j  S 3 


a ss 


««§  o 

oS  bfi© 
►P  > M HH 


■a 

!i 

S^'Sx, 


>> 

Ogt) 

iSS 


m.2^ 

§g»ug2l 

Bs3*TsIs 

-;§^gs«is 


>3 
O 

o 
£ 

3 k 
° O 
to  O 

3 

53  O 

~ d & 


W 

"6 


I p o 
. R <y 


3 -p 

n82 

hoffl 

£V  © 

oj  . =* 


«Si  OJO 

a © 

si 


3 03 

i i 

fl2 

a® 

•g<3 

'3I 

iHS 


la 

Ea 

o 

flO 

oj  m 

5 s 

© s 

N 

11 

S 


w boo 

.00  ©p< 

§§s 

Sr'S 

o eg  Q 

^3| 

ja  © os 

£ws 


®S  w 
laf 

*~i  Q »-h 

O & © 
o P"» 

tS1^  © 

p-p  ® 

©dA 

ill 


© ! o o) 

I i^Jf 

gO&So  : ; 

J1®®  © 02  © • 
§?;§§?! 
°0^ o 3 o^ 
B^IohoO 


!«' 


5 O gjo 

J_J  ^ *r2  L_J  O 


ow®o 


©R5 

-1 
© 08 

MS 


g© 


©$S2 

8 $3 

hWh 


boce  k~ 

pO  rH  O) 

83=3 


i w .2 

H £ 


o3 

3 8 


gisIf&.sS 

3 2 * ► 

6££Sas* 


: g 

© o 


"5  §-s 

si’i 

ODtf 


Table  8. — Statistics  of  departments  of  music  in  colleges  for  women — Continued. 


62 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


*.£i'Biqq  jo  anil? a. 


•Aitfiqq 

ui  saunqoA  jo  jaqum_M 


•siuaA  g jstq  ui  ois 
-nui  ui  sajuamjiao  SuiXiao 
-oi  saj'Bnp'BiS  jou  sjiiapn  jg 


•sJ'Baif 

g jsbi  ui  oisnui  in  saj'Bnp'tuf) 


CO  lO 


•oisnui  oj  qaaM  lad  ajora  jo 
sinoq  oi  SuijoAap  juao  aaj 


•oisnui  oj  2jaaAi  jad 
sinoq  ot  uBqj  ssaj  jnq  g 
U'eqj  aiotuSuijOAap  juao  laj 


•oisnui  oj  3jaaAV 
lad  sjnoq  g ireqj  ssaj  Sui 
-joAap  sjuapnjs  jo  juao  iaj 


•aioui  io  si^aA  g jo 
asinoo  jooqos  qSiq  Suijajd 
-uioo  sjuapnjs  jo  juao  iaj 


£28 


jj  5;  a ® • 

M o = SH-d 
© ^ OT  Og  © 

J-gsil 


33 

03  © 

$%% 

^00  <M 


M OQ  * 

£3,3 

oof 

sai 


,d  : 

a 2 

s f 


faS 

aso 

CO 


> ^ a?  2 

1 IBs 

2|a 

2 ft's 

©»§ 


qBjojj 


•ajuinaj 


•ai^K 


88S 


88 


8 : 


ooowo 


TBJOJ, 


•apmiaj 


•ajujv 


im  co  »o  ^ eo 


Sh  £ 

fiOoo 


W W M 
<V  <D  <X> 


0 0)0) 


CO  CO  GO  CO 

££££ 


*t»a 

&>> 

«§K 

o3o5  eg 


^5 


03  Cj 

ww 


tlC  • g 
3 W>2 

•c  s o 

Jj’E  a 


" £TrM 

8 Sts 

oW<i 


CQ.S 

■'is 

t3H§ 


ana 

<5  eg  «8 

2^° 


si 


o>  oe 

as 

3-  • 

Opt( 

0Qrt< 
■ © 
^-2. 


®a 

E o 


-S©g) 

© boA 

$£% 
3 OO 
OO  © 
Up'C 
TjCU 

O -g  ffi 

O^hI 


o © 


si’s, 

o ft  © 

o 

»H  ©O 

HI 

=§•§§ 

oJo 


S|8 

O o’© 
«03 
fl  © § 

33  « 

s o ° 
ggoqPQ 


^CD  CD 

cd'S 

a a 
© © 
fcpH 

a. 2 

si 

o>  a 

SH 


Set 

Stsssg) 

H^flO 

e3&8MU 

— . rl  ^ co  rt 

«a  §.g§ 
g>&  §a-c 

.2  eg  O O eg 

>pjpiWS 


5 


er  o 

s « 

, , . © OT  © 

3 m 3 o 


© d 


!z! 


C?  OT 

S e 

•“  6 


<1 

o - H 

3©  H 


?si  I ii  I III  I m 


»I-8  ll  g - its- 

CD  OT 


°rh  ft 


•C  3 


oOm  pqS& 


3 P 

si 

£3 

3 eg 
U02 


rt'pH 

•US1 

fflofi! 


Table  9. — Statistics  of  departments  of  music  in  normal  schools. 


STATISTICAL  TABLES. 


•si'BaA  g ist?i  ui  ois 
-nui  ui  sai'BOtjiiaao  SuiAiao 
-ai  saq'Bnp'Big  iou  sitiapnig 


•sjrBaA  9 

g.STJi  ui  oisnui  ui  saiBnprcif) 

•oisnui  5[aaAi  jad  ajour  io 

sinoq  oi  SuiiOAap  iuao  laj 


•oisnui  oi  ^aaAY  jad 
sjnoq  oi  u«m  ssaj  inq  g 
mqi  ajoui  SuiiOAap  iuao  ja  j 


•oisnui  oi  qaaAi 
jad  smoq  g ui?m  ssaj  3ui 
-lOAap  siuapnis  jo  iuao  jaj 


•ajoui  io  siuaA  g jo 
asinoo  xooqos  qSiq  Smiaid 
-uioo  siuapnis  jo  iuao  laj 


2^3 

c3  © 


O .2  O t* 


o 

;x3  ® o 


x} 


o o 

fg 


•moi 


•ai^uiaj 


•ap?K 


aa 


- zi 
© © 


•mo* 


-apiuiaj 


3 £ 

ioo® 

P,^ 


® ® o o 

>*>*ZZ 


a 

K*j  . 


o a g>" 

Pc S fl  • 
S cS  S tn 

s 


o 

11 

!« 

wW 

flS 
o .3 


o 

rP  i— ( CQ  ® 

O O S3  fen 

gro  go 

o 5 o g 

fcifcg 

ffl  o a o 

,*2  S2 
*382 

feoaWoQ 


S? 

2^ 


GO  GO 
© © 


<p  co  g,o 

§)Ph3  o 

gmps 
2 . ; ^ .2 
ojW  • E 

02  TL-  03 

,§•§2.2 


o o 


3 

2t3  sq 
+3  0,3 

O 0x3,3 
OHH  fl1-1 

•S'a-’S 

CO  g oj  oi 

O §"3 


se 


~ E ' ° 

Z S.Sfc 
®5  £?o 

t?  3 O ® 
2 O ® = 

cgggO-'h 


pfrj 

c £ 

cj  0> 


S’a’ga 

2§s5 

<JASEh 


Eggei 


Table  9. — Statistics  of  departments  of  music  in  normal  schools — Continued. 


64 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


•sj'BoA  g js^j  ui  ois 
-nui  ui  sgjBoyijjgo  Suiaioo 
-aj  sej'Bnp'BjS  jou  sjuopnjs 


•sjb9A  g 

^sbi  ui  oisnui  ui  sg^np'BJO 


•Oisnui  OJ  3[99M  J9d  9JOUI  JO 
sjnoq  01  SuijOA9p  juoo  J9J 


'Oisnui  OJ  3J99M  jgd 
sjnoq  oi  u'Bqj  ss9i  jnq  g 

U13qj  9JOUI  SuiJOAOp  JU90  J9<J 


•oisnui  oj  q99M 
jgd  sjnoq  g uisqj  ssoj  3ui 

-JOA9p  SJU9pn}S  JO  JU90  J9<J 


'8nS8 


'9JOUI  JO  SJB9A  8 JO 

osjnoo  jooqos  qSjq  Suijojd 
-uioo  sjuopnjs  jo  ju90  jqj 


88; 


03^  GO  3 03 

°-c"c8 

Sg,|-§a 


m r-\  ' 

u fa  o 

cd  ^ 

: 

M ^ • 


• • fl 

o2  ' 
Z^ 


1 C3  . 

\ S o 

ill 

sa 

! e. 


03  03 

:o 


ujoono 


O 10 


•pnoji 


888 


'91BUI9jI 


• O OO  o 
■ gwio 


•9l«K 


o ««  o o 


o «3 
2 03 
2 >> 


O o 

1 1 
CO  cl 

h-2 


•pnoj, 


co  tp  co  co 


•gi^uioj 


•91UJV 


a 3 

fiOoffi 
0 ft-^ 


O 03  O 

zp*z 


03  03  * 03 


« C-3 
X • cS 

Hi  : 

>*>%a 
ns  .2  ^ ft  <3 

§ 03  £>  • ^ 

Sis0-’’ 


a 

3 

ffl 

o .2 


33  . 
•oP  A 

£ 2=31 

ppp£ 


os 

tn  ro 
03  03 


il 


lip® 
lisft 

o k® 
cqWoUW 


oi  7^  . 

gif! 

Ills 


oq 


II 


“3 

m C 

d 03 


+j  .3 .3  ft 
d’3'3’3 
03  3 3,5s 

o£P[> 


OO 
A O 

MO 
_ M 


z; 


g 03  M)fl3  |> 
2t2  d ft  ,3 

-£  2 o o w 
c3r3P  ° 3 

ooowpq 


03 

3 0 
1-2 
P 03^3  g 
> '8  a)  2? 
3 9 

o3  £3  ,53  o3 

P3tn>> 


S* 

ww 


E 8. 


So 
•2  [s 

aj  0) 

zz 


STATISTICAL  TABLES, 


65 


8 

28 

8 

i ^ 

CO 

O 

OJ 

o 

o 

CO 

CO 

iO 

IO 

oc 

*C  © 
<N  © 

CO 

o 

o o 

o o 

»Q 

[288  ‘°§§°§§ 

8 8 

8 

g 

o o o o o 

rH  O O O 

! K 

1 t- 
! « 
' a 
: > 

! ^ 

iO 

iO 

8 828282 

888  8888 

No  limit-  - 

20  weeks. . 

2 years 

do 

12  weeks. . 

3 months . 

a 

cc 

c 

3 months  . 

1 week 

No  limit. . 
12  weeks. . 

10  weeks. . 

18  weeks. . 

2 years 

2 years 

20  weeks . . 
2 years 

217 

109 

107 

143 

5 

260 

202 

57 

50 

400 

41 

1,160 

100 

231 

80 

8 8 8 
y-i  rH 

882 

^ 

200 

60 

102 

143 

onc  oojoioh^ 

rc  O lO  COCN^rt^cOcO 

CN  <N  WON 

245 

102 

100 

(M  CD  00 
288 

r>-  © io  • io 

»— t ^ • 

CD  C^OO  OWOO  -CO 

(N  NH(N(N  • rH 

rH  lO 

3 - 1 

2532 

HN  hhhm  COO  ^(NCQHH^  CO  (M  t-H  t-H 

WHH 

•<N  HH  ■ T-H  (M  CO  rH  -H  (N  i— 1 t— < • H CO  • rH 

1-1  • • |HH  rH  CO  . Tji  • (NHINH  ’h  CO  rH  H H 

- : : 

Edward  E.  Philbrook  . .1 

Miss  May  Brown 1 Yes. 

Clara  C.  Prince No.. 

Elizabeth  D.  Perry 1 

T.  W.  Archibald 

E.  E.  Sumner ! 

• • • • • co  * • • • 00  CQ  • • 

OO  OCO  Qj  o O • • oj  q}  • • 

££  zz2;  pnzz;  : :pH  ;*  : : 

: o '< 
: 

l 

P> 

1 

1 « 

1 a 

i £ 

. C5 

l PC 

Frederick  H.  Pease 

Helen  H . Mason 

John  Schaller 

Miss  Elsie  M.  Shawe 

Celia  Campbell 

E.  II.  Williams 

D.  R.  Gebhart 

P.  O.  Landon 

Miss  Mabel  E.  Bray 

E.  H.  Williams 

C.  W.  Meeks 

Miss  Mary  W.  Bailey j„. 

Irving  W.  Jones 

Douglas  H.  Snyder 

Edith  V.  Shame. 

Kate  Fowler 

Miss  Minnie  M.  Alger. . . 
Miss  Minerva  A.  Stran- 
chen. 

Xt  O 
o-cj 

2 <8 

| j? 


^ «-i 

®e* 

eg  eg 

S | 

to  *3 
ce^ 


8|J1 

.C^’g-C 
"3  -2*  |5  "3 

sM  s a 

C bo  q G 
° J=  2 O 


a 

:-9lS 


o o 
£0 


GQ  o 

?-<  (D 
4->  £ 

OGG 


oOk 

111 

GQ-M  q 

“Mg 

g AH 

£1" 

i<G  o3  <D 

5*  § 

aiflH 


ol 

o o 

O fi 

Z H ffl  3 
o-s  oji!  o 
p| oZ 

«2  ® I o ^ 

— 5 oA  od  u 

gg^JS 

Sss  £>o C 

gSJjSS 

SoccS£-|c« 


£>_J 

§i 

H 

a^ 

S3 

Pm  co 


50743—08 5 


Table  9. — Statistics  of  departments  of  music  in  normal  schools — Continued. 


66 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


•sjuaA  g qstq  ur  0|s 
-nui  ur  saquoinpiao  SuiXiao 
-aj  saj'Bnp'gjg  qou  squapngs 

•sjuaA  5 

qs'Bi  ur  oisnui  ur  saqunpBJO 


•oisnui  oq  5[aaM  jad  ajoui  jo 
sj'noq  oi  SuiqoAap  quao  jaj 


•oisnui  oq  qaaM  jad 
smoq  oi  ssai  qnq  g 
unqi  ajoui  SuiqoAap  quao  iaj 
•oisnui  oq  iqaaAv 
jad  sjnoq  g ii'Bqq  ssa{  2ui 
-qoAap  squapnqs  jo  quao  jaj 


•ajoiu  jo  sjuaA  £ jo 
asjnoo  looqos  qSiq  guiqajd 
-uioo  squapnqs  jo  quaa  iaj 


8 8 


8:8  8 


888 


:88 


:88§8 


3 2d 


M c.te'o  n 


■ 2,2 


>,  • £ >» 


S ® 

r 

£2 


P '0  § 6 
•OP£  3 

3 ©£  P 
P cS  K 
CO  w cl 
® & 


'I^Oi 


O co  I 
02  - 
O CO  r 


83 


aisuiaji 


aiBH 


588888 


I^oj, 


ai'Buia^ 


•3p?K 


*f  Ul'° 

O c ® 

p p.^ 


o o o 


•pj 

av 

M 2 £ 

-o  & g 

S~  CG 

M £ So 

gjjS . 

SP5fe.w 

. ffllT1  ^ 

Eh 

+?  m 3 
3 cj  ad  m 

KooS 


o © o © 


o ® 


^ .0.2 
I "S§ 

HglU.2 

tn  P F CQ  on 
.2  © © . .2 
S ESS 


© o 


a 

• § .2  'O  3 5 


M • I 

•£  p >>p 

fegS'-1 
^ o £ 3 

^ © ? a 

^Eh-5 


;p£ 


a) 


5818  -I 

2Sia  1 

£g>3g~S 

•p.a 

° Cl  ® o co  3 

.•0 

IS  o 

5ho 

g O ^ 

z,  fe  £ ©£d 

Ssl^-s-s 

o © 0)  ™ © o 

fcfcHS  P5 


bcp  j2^ 


3"m 

U5; 

Sg, 
© a 


Sp| 

■|s^ 
^ © £ 
© ^3  ® 

o3  S S3 
coW£ 


► a ..p  © 

S'®  o' O £-3 

£|1b "i 

liilgt 

Ppj_--P  O 

a a e £ a g 

u u S o ^ 2 

CD  CD  ^ E~r  O -3 

|wgS|g 

os|i|:g 

S o OJ  3 od  g 
O&OO/'.H 


° c 

o S 


U o o « 

^QQi 


a 

5 

«c© 

co^co 

g © o 

p 'oj  © 
^ CO  ^ 

III 

SCO 
© © o 
/CO  CO 


©t 

lag 

o p 


STATISTICAL  TABLES, 


67 


5!  • *"* 

iO  • • • 

• . %o 

IO 

CM 

o 

001 

• ! o 

• . CM 

CM 

IO  • • CM 

CM  • • r-H 

100 

o 

06 

25 

100 



S 

»o  O O IO  o 

1-  O O QC  o 

99 

0 

100 

001 

001 

§- 

oo  j 

• CO  IO  O O Cl 

• CO  O r-a 

100 

100 

25 

12 

OO  o 

O CM 

OOCOOW 
r-l  O CO  CO 

No  limit. . 

do 

1 lesson.. . 
1 term 

No  limit. .! 
do...  . 

2 years.... 

No  limit. . 

3 months  . 

12  weeks. . 
4 months  . 

1 year 

1 term 

No  limit. . 
do 

12  weeks. . 
10  weeks . . 

1 year 

20  weeks . . 
10  weeks. 

5 months. . 
20  weeks. . 

© O r-  Q O O O O r-a  o O 03  Cl  o 

O*  O O O © O w Cl  Cl  CM  o © c£ 

O OO  O CM  ^ O o ^ ^ 

t-  QC  O O CM  CO  03  Cl  o 

or-  con  tt  ci 

1 O »-a  CM  1 

i8”a 

NOOO>OiOO  O © O O r-  H OC  OO  oco  Clio  r- 

t^^io^fdocci  O C1  r-H  Cl  iO  CM  1^  O 0C  — \ r^O  CM  CM  L- 

h 1-H  CM  — CO  lO  OO  r-<  ^a 

O • O 

O O • »“H 

CM  CM  • r-H 

OCJOHOOIOO  ■ H«3 

ci  o cm 

CO  o 

O o C3  CM  O CO 

^ r-H 

57 

100 

31 

2 

CO  CO  CM  CO  o CO  ^ H HH  C3  1-H  r-^  r-H  Cl  1-a  CO  CM  1—1  HH  HHHrtCMH 

COrHCM  • IO  CM  CO  T-a  r-a  0C  r-H  H H H CM  CM  r-H  HH  tH  H rH  i i rH 

• CM  • CO  T-a  1-H  t-H  t-H  • ■ t-h 

f-a  CM 

« DO  • O 

><a  :a 


o © 

a>< 


© o 

><a 


jw 


o © 

CL, 

ra 

Oh 


T,eo 

(2|s.s-2g^ 

cn  *3  <n  fe  £ b >! 

.2  £ .2-5  § ©5 
SoSaaoa 


csZ 


►>M 

a ® 


.s  a 

aa 


£ 

0 

o 

s 

. © 

,2  a 

00  ^ 
.2  ►, 
aa 


a. 2 

ro3 


a © 
ll 

aa 


bJO  >> 

QZ*  U U 

^c-g®| 
:sSg§s 

>>  oj  ^ rl  bJD  j 

ZiriOS^' 

.02g 

c3.g,q  n o • 

^ -2  s-  s a « 

O3oj  SSh 

ZapQPnOS 


o 

a>z'"3_ 

Ojjgc 
oh£o 
.G  <3  O-G 
O © 

CQCQ/HCQ 


£2^ 


2-3 

3 s 

I o O 

£*■§ 
^ ©02 

j-g.g'S 

:J®£ 

;CQ  ® £ 


a I aZ S OZ 


O G 
rag 

£ © 
1? 
a © 


©^3.S  © ^ 
^ G gj  Oj  ' 
+->  O — < +i 

raraora, 


;a£ 


& © -s 

so  £ 3. 


g *? 
ra 

<5  5 

£ "; 

S| 
a | 

© o 

■sa 

£ c 


o3  gj  ' 

raa 


a o 


o3  © 

®ra 
ra  _ 


br.  o 

.2  a 

a © 
a & 
£ra 


o 

a 

§5 

G aj 

O -H> 

rara 


aa 


o3  © 

+a  b* 

ra!> 


3 

a £ 

o3  S-,  _ 

g|8 

It'S 

2 ■HGQ 
. cd 

£ra  g 

c a 


o 

o 

!J 

s-,  3 

z| 

=a 

o o 


o,§  o 

o3a 

gSs-S-Ss 

3=3  g :-gg 

OSra  lora 


><  s , 


iSaogo®  g 3 g 

lalalSl  g g g S| 
■S^IS'SgS  * 2 8 £§ 
moohSws  a ca 


H 

| § 

o G 


Z =3 

a -r 

* a 

m 

o3 

a 


.-=  o 
£ g 
ts,a  CQO 


H 

£ .2  a 

— © 


Ed  >+* 
te  Ci 
^ © © 
a 


,2..„ 

S*S 

© EG  03  . 

SSo; 


Table  10. — Statistics  of  departments  of  music  in  secondary  schools . 


68 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


•Ai'Bjqn  jo  anjBA  J 

$150 

to 

O 

g 

0 

0 

CO 

•AjBjq 

-!I  ui  sauitijOA  jo  aaqtnn^ 

O 

O 

cs 

to 

O 

O 

to  \ 

(M  • 

0 

0 

•siuai  9 jsbj  ui  ois 
-nuiuisajBogijaao  SuiXieo 
-0j  saj/enpBjS  jou  sjuopnjg 

0 

CO 

to  0 

to  0 CO 

•SIB8A  g 

jsbj  ui  oisnui  ui  sajBnpBio 

rH  O iO  LQ 

00 

COIN 

•Oisnui  OJ  J[99AY  J9d  MOTH  JO 
sirioq  oi  SuijOAOp  JU99  J9J 

to 

Tf 

O 

•Oisnui  OJ  2{99M  J9d  sjnoq 
01  uBqj  ss9j  jnq  9 uuqj 

9JOUI  SUIJOA9P  JU90  J9d 

0 0 0 • 

rH  tO  <M  • 

to 

<N 

to  0 Hw 

CO 

•oisnui  oj  qooAv 
J9d  sjnoq  9 iiBqj  ssaj  Sui 
-jOA9p  sjuapnjs  jo  juao  jaj 

OO  OOO  O 

OO  *0  00  GO  O 

100 

100 

0 

100 

O O O 

O <N  O 

0 

"9J0UI  JO  SJB9A  g JO 

asjnoo  jooqos  qSiqSuipid 
-uioo  sjuapnjs  jo  jueo  J9j 

»0  (N  to  to 

(M  i-<  r- 

ooo  0 

TP  rH  Oi 

0 3?^ 

0 

“<2  -2  h'B 

j= 

| 

• a.  • 

: ,b  ,b  +3  & 

o-eti  Bi: 

iB+3  A 

•e  b -e  . 

■ cg  ’ a 

% ^ .2  ^ 

! 1 

| 

C.^o'no 

5 ©2  © © 


o o 

aa 


IS 


5*° 


Is. 


u«iO 

asa 

»OhiO 


£^3 

0)  <x» 

■§3 


a § 

+j  5 

h 2 S 
a r 
© & 
•o 


•moj, 


•aiBuiaj 


•arew 


'l^OiL 


•9I'Binaki 


•ap»W 


c ^ £3 -a 


iOH  »ON 


<0  Ci'J'iO 


lOiOHNiO 


(M  IM  m 1-1  b 


°°S9 


»o  ooo 

^ Tt*  t'  Oi  1-H  CO 


CC  "5f  (N  00  ■ 


'CO  i-i<N  <N 


• ec  i-i  co  oo  - 


o o o 


.a 
0 

•a  © 

■ • — 1 £ 

hW  o 

S-h 

qj  PQ  o3 

-3^  fe,J© 


© o o 


© 


B-a  £ 

° oj  oj 

■S^rB 


M B 

P-l  © 


OOO  © © 


bfl 


.oq 


H >» 


£22 


o 

®SOw 

thU 

co  oo  to  W'h 


li 

ag 


Jrig 


c3  . bD 


$ 


m S55i 


• O-M 
;.0  3 
©+-> 
. co  '43 

: n 


.a  a 


a © 

©.a 

T3  +J 


2 o 


M 


,r©  g 

a 


Oil 

OO, 


: b 

22 
a p. 

+2  © 

2*©2i 

® § § > §33 

§a» 

O o^.E  OS  as 

BPh 


*3  ^rCn  3<  £ 
o S ©^ 
iB  ©OQ  w o 
©T3  bO'C  O 

Saffs 

M^.a  ©ra 


© © rr 

CG-H>t3 


s-e 

o§ 


r?  ^ ^ h 

+5  <D  t>>+^  c3 

i^Is-a 

<3pqoO<1 


.B’B'B  ,+j'P 

a » > o > 2 
^SSPQgl 

ajOpq  o 


,"«o 
■ Pi©  © 

© CO  d 

o °B 

®piS  3 


0QGG£> 


B ip 
o bo 
B 


aa  , 

Bon 

•r  boo 


a.E  .So® 

<PQ 


S3  © 

.JP  © ev  ■ 

ti^oTd 


P3  >h  B is 

© o ©£3 


1 §> 
bOcj  ^ 

i^g 

cc 

a o 

«h! 


cSfe  © 


! fh 

© 

fH 

; O 

,B 

<2 

©O 
+3  O 

O 

0 

34 
+3  © 

>> 

IQ 

>> 

0 

,B 

+JCQ 

> to 

>5  b 

Fh 

|> 
"O  r-i 

• s?  ^ 

1© 

M 

STATISTICAL  TABLES. 


69 


1 

S? 

(N 

- 

o 

to 

CO 

<M 

CO 

CD  O 

<M 

CD 

CO 

8 

O 

o 

to 

§ 

O O 

o o 

o o 
o o 

O lO 

o t- 

00  o o o o 
0)00010 

o 

o 

O 

o 

o 

25 

O CO 

<N  CO 

o 

20 

(NMOO 

(MrHCLO 

O 

to 

1 term 

c 

as 

> 

1 year 

1 year 

No  limit. . 

1 month  . . 

9 weeks . . . 
1 month  . . 

No  limit. . 

do 

1 month . . 

1 month  . . 

3 months  . 

2 months . 

1 year 

10  weeks . . 
12  weeks . . 
5 months . 

3 months . 

1 term 

o’ 

|T3 

28 

3 

O 

OO  oo  ooo  «o  OC^O  00CX5 

t~H  I— ( t^r-H  00  t"»  CO  TT  o CD  H 

801 

.2?.. 

CiOHN^COO 
00  <N  CO  CD  O 

CD 

o 

T1 

CD 

OO  OO  O 00  »D  O (N  oot^ 

HH  t>  T-H  00  CM  CO  00  CD  H 

96 

08 

o 00  o o o o 

NCOH(NOQ 

go 

(N 

o 

10 

10 

5 

<N 

(N -d  oo -d  CO  O 

to  <N 

(NNONCOrHrHCO  CO  CO  CO  r-H  i-l  lO  »0  ,-1  CS  1-H  if  OHCOHHHlCt'CONM 


NiONCO  ■ —<  M 


' CO  CO 


•-dJOCOi-MN 


a;  a)  o o 


CO  CO 


O © 


o o 


GQ  GO  OQ  • OQ  • 

© © © o © o 


•S-2 

£$  g d 
d £ g ® 
SogS 

WjjdH 

s5.ss 

»h  a>  > . 

O CO 

(D  CG^  fH 

OShS 


© S ^ 

gll 

Shpq 


£ ti  C 


- 05 
§o 


ft« 


05 


S «a 
S <lco 


■J||8 

«2£s 

“”^td 


.±|43  3 
sSOCC 


a s 

d&3 
«©  : ® o © 

S’gfrgfcg 

•*-<0+3_.9  . 
o .ccp'EJ 

S-lgSiSg 

i§ilsl 


d« 

<S* 

o © 

..2 

8.2 

SS 


Is 


O-'R 

0-H<M 

pq 

0’S 43  O OCQ 
© 3 °CC  O O 2=3 

^■S-'S-grtS 

*h  43  * T3  rt  Q, 

Oft©  d~  kS  a 
g°®~^  goo 
43  . "Sb  2 2 3 >>  2 


>.  a 
g ° 

§ O 
T3  43 

§ s 

<3  © 


a 2 2 -3  © 

o £W  Sfi 


K3 


'M  c3  ti 

£ . a § 

■S  «a^  ► 

©T)  o 3 

«H  — O O 

P-I  OO 


“ ►»©! 
g 2 $0® 
o.g  ®w 

bfi-g  043 
gl^O-g 

43  >>®  O 

2 2.S  £ 

►”  © d Pi 
^P-lft  W 


I1-1  K. 

+J  >1 
hh  a 
o d ,j 
t>> 

6 

<D  D*r« 

^ O® 

o3  c 
^ . ohH 

lar° 


>> 
d . 

a >> 

'3  »H 


>»  • 

a : 


| ills 

oQ|g:S||o^- 

i"S,P03<<'h®m 

^M§Og«®>3 


i<J  d 


©&S1- 

©dS 


j^^S.sSigS|Sg.2 
2^3  3^-2  > a 9^12  dS 

a^gg^a® sg^go® 

O <,  W cq  O ^ § Ph  oq  <3  ft  PQ 


oogd 
d © o 

W ££ 


2 « 
E-i  © 


'©  — 


3 •—  o 7) 
33-®  fiTS 

d d .a 

££  £ 


3 3 3 
O 0.2 
-M  4-3  +-> 

bQboo 

22  g 

CO  CO  Q 

c3  c3q 


3^32  g2 

O M . O+J 

t3  — o^+^  © 
bo  o W)  oj  ® bcr 

• G-§.g  s a 

©43  3,2  2 ©^33 

«Ju|ad|§ 

s s:  S 


t> 

3 ^ 
© P- 

■ia 


o 
g 

43  3 
d 3 ^3  -m  3 
■+f  3 © 3 *"* 
g 3 3 9 

d42  bo^ 

53  3 3 3, 


bo  o d eg 


Ocd 

i53 


<1  o 


eg  © © O d eij 


Table  10. — Statistics  of  departments  of  music  in  secondary  schools — Continued. 


70 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


•AjBjqq  jo  onj^A 


•Ajujq 

-i[  ui  saunqoA  jo  jaqron^ 


•sjnaA  y jsbj  ut  ois 
-mu  ui  saj'BOijijjoo  SuiAiao 
-aj  soj'gnp'Bjg  jou  sjiiapnjg 


•sJttaA  9 

ijstq  ui  ojenui  ui  sajmip'BJo 


•aisnur  oij  qaeAV  jad  aaoiu  jo 
sjrioq  oi  SuijOAap  juao  jaj 


'Oisnui  oj  qaaAv  jad  sjnoq 
01  uisqij  ssaj  jnq  9 uisqj 
ajoui  SuijOAap  juao  laj 


•oismu  oj  qaaAv 
jad  s.moq  9 ii'Bqj  ssai  Sui 


88 


888 


•ajoui  jo  sj^aA  g jo 
asjnoo  jooqos  qSiq  Suijajd 
-uioo  sjuapnjs  jo  juaa  jaj 

O rH 

<N 

• *o 
! ^ 

LO  j 

O • Q 
»o  • CO 

9 : 

jg10 

CO  • 

Shortest 
period  for 
which  stu- 
dents are 
received. 

f-! 

a 

a 

> 

No  limit.. 

1 month . . 
3 months  . 

1 month .. 
1 year. 

12  weeks . . 
No  limit. . 

5 months . 

3 years 

12  weeks. . 

1 term 

No  limit . . 
0 weeks 

5 months . 
2 weeks . . . 

3 months . J 

d ° 
03.2  +5 
+3  d • 

•I'BJOX 

CO  CO 
t-I<N 

C51C  t-  ‘c 

^ t-h  00  • r> 

:s 

1 O O 
) iO  »o 

120 

347 

50 

00  CM  CO  10  CM  10  cc 
rH  r-H  CO  CO  CM  cc 

» r 

» tO  ; 

S3T3  <u  0 

2 S «2 
S 2 2 fi 

■ajBuiaj 

CO  oc 

35 

12 

u-  • 0 00  O co 
1 00  > ^ TJH  10  <N 

O <N  O 
(NHCC 

00  CM  iO  10  ^ C 

T-H  rH  CO  CM  CM  co 

> CO  • 

OQ  S3 

0 57 
'O 

•ai^pi 

^ CO 

1 • • O 

. • CO  H 

1 • ^ 

• lO  O 

• CO  CM 
! ^ 

1 • »0  rH  CO  CO  • 

xn 

u . 
0 2 

•mox 

- 

1 

l (N 

(M  1— 

1 ^ 10  CQ  <M  *OCO 

CO  CM  CM 

HHCC 

) • CM  rH 

CM  • 

§3 

u a 

•apuiaj 

1 - 

-- 

1 ^ rH 

1 (M  »0  <N 

CO  rH  • 

rH  rH  CC 

> • CM  rH 

CM  ’ 

xn  n> 

fl.9 

•ai^H 

:rH^H 

• i-H  CM 

£ i S-d 


c 0 xn 

© © • o 
I*!*  >!»£ 


m • xn 

0>  • <d 

>*  > 


02  D 

Mffl 

= P 
05  - 

8 ® 


o3 

< ” 
PS 


n spH 

” S3  £ 

R 

o‘|.g»8 

g id  a3  d 

U m . U f-1 

■2 

co  <»  2 

oqWPOXP 


o a) 


do  ® 

©PhS 

+3  0 

S3  o3  <n 

^<zi  2 

® 02  . 
^ ta<^ 
0.2.  . 


*S| 

O P 
l-J  ® 
> 
Ph  (3 
. ce 

oj  o 

aS 


_ OQ  QQ  - 

o 00  o 


5 0 

If  !l| 

osq  .fcfi 
S3  . .2  © 5. 

.27: 2,  "Sd.. 
33  © g S3 
b.  d02  d 

!>  g ^ 03 

CO  ep.2^ 

.2  S-sl 


n & 
a>  &o 
44  ® 
o =3 
o o 
fO 


a o 
Mo 


3333 

PI  o 
oO 
W 

11 

Hm 


!>>  • 

»H  * 

<3  _J 

II 

®pq 

02^ 


g o 


>» 

eL 

5 o 
gj§  >> 

J3  cj 
<iGG  o3 

gco.S  .23 

sllljl 

12 11  si 


>> 
a 

•§B 
oip  §p 

rjP  O 

CD  — H . 

S <0  ’S 
CS  44  rt 
N coH 
0S08  S 

MKW 


t>>"§  • ® 

2 '+»  . t> 

.i^jg 
s«Sp 

o> 


-000 

022  pi 


A 

r3  o os  o 

fflPQSM 


. o 

• o 

:-S 

a is 


-2  “'S  5 

M +j  co-^33 
fl  4 cj 

S d-M 

|§as| 

|"o“S 

P m o)  m S' 


5 3 

Id  o 

6 p. 

8 1| 

II 


T3  ^ 
P fe 


■ 02 
o g 


: oM  f 

s&«S. 


Sis 


I »i 

C boo 


o © _ 
"&S  o 


a? 


Lucy  A. 


STATISTICAL  TABLES, 


71 


O *C  (M 

o *o  CO  *o 

O Tt« 

*o 

000(N0*CC^t^  • 

oc*oo 

o • o 

■ *o 

O 

t-  <N 

CO  <N  CO  C<l 

*o 

00  (M  H <M  i-h 

rH  ^ 

*0  ; (M 

! ^ 

» minutes 
2 weeks . . 
) months 

U OQ 

o ^3 

* i 
a§ 

o<a 

& 

05  . 

«d 

3^ 
o'  . 

co 

A 

3 

O 

a 

, •.....,  2 
•«•••••  53 

u o : : : :^op 

cc  ^ i i • • cj  rO  O 

^ • • • • i o^  • H 

>>  : : : : : >»  : R 

i i : 

■g  n*  o c 
o 

a>>  : 

' • iH 
1 4^  © 

ill- 

■ O O' 

+3  • 

is 
= 8 
3 ^ 

oo 

3 

o 

a 

,3 

+i 

3 

o 

a 

ovr 

CO  ^ 1-H 

H CC 

rH 

•-1  : 

CO 

t— 1 • • • f • t-H  • CO 

lO  rH  • 

:!z;h 

o 

co 

1-1 

82 


00^0 


JOCIOiOOWCO  *COOO< 
JlOO  O O CO  lOOJiCC 


g s; 


'OMOXN' 


LOOOOON 

IOC5LOCCH 


*0000 


co  m w 
<d  o>  a) 


s*:rz 

<3  . OS  03 

.SP^oa 
^ g«.2 

da-;a 


CO  00  oo  «o  ■ 


rl  CO  00  CO  CO 


CO  GO  00  00 

a)  a>  02  a> 
!*!*><;* 


o3 

-g  3.^ 
B ft  „ 
J g-2 

O 

2.2  § 

in 


w O 

a £ 

°s 

p 


1 »0  Tt<  CO  <M  Tt«  o <M 


• CO  CO  r-H  ■ (M 


IC1 


OQ  CD  • • CQ  • 

Q)  © O O 03  O 


I*8 


h O 


g <3 

§ * 

§.2 
02  02 


o 3 S.S  03 
• 2 >2  ® — 

g d J H 

gd^S 
cerg  o Es 
020^02^ 


a)  o o o a> 

>H 


S «S>  ■ 
: 


^ o3 

. +3 

a § 

T3  © 
gQ 


X>P_, 
.2  ^ 
3pq 

OJ  co 
Sj2 


'O  t3 

s ® 

<3  O 

’3t> 
3,^ 
o . 
Offl 

w s 


aa  a 


a-- 

hH  rt)  M 

- § 
<3,2.2  "3 

■3-20.2 

CTj  ?0  73 

°SS3 

go  3 a 

£ 02  aq  S 

tea  _,  3 
W)-3  3 .a 
= ,2  3 O 

W§>o 


>> 

a 

a-g 

■Sg 

SH 

III 

32  0<-> 

<Jpq 


>> 

a 

02 

$ 

p>o 


2 r?o 

a £< 


K**  • .pH 

a >o 

_h  02  3w 

S'Sjo 
i'S  § g.2®  « 


,?i  a cd 

sa 


o 


•«  >C^g* 
•aag^o 

O CD  2 ° H 
2'03«!0 


03  3 _ 
O O 

°2i§fl| 
m 


m « — 
^-<02 


2 O co  .35  CD  02 

^ 33  ®C-S+3 

.2  ^ .3  rrl  3 02  4^ 

I g 
pq 


ci  o 

-|§1 


Sas^g-s^ 


3-g  om  oo^sl 
P^a 


S?||l 

111* 

§S3| 

OQ  g WE 

gwb§ 

Mr)  cS  g 

saa^ 

o © . . 
a C3  +3  +0 
02  02  03 


2 >> 
Sa 

r-  Q3 


« S 

■sS 

o3  ^3 
PP 


•H  . tlO 
c$ 

l|  O 

CD  73 

®ffl  a 

S-3 

2 to  Cs 

PhH  .O 


02 


C +J 
pa  a 
o o 

aa 


|o 

w 


rt 

®2£; 
cn  02  3 
ai  cdpq 
T2  co 

jss; 

oeq>: 


o 5 

p,+j 

- . Q)  CC 

fioQS 

H^'K.2 

rrt  O 02 
Pi « 


PQ 


©S 
^ 00 
P O 

<;pq 


53  ota  2 


2 3© 
a^pq  o 


5 ;5  3 PP  .2  fi  +i  ^ 
u l-t  O o3 

ppppoPHnaiz;^; 


a;2i 

1^3- 
a s bb“ 

I’S-gs 


s s ■ 

2 B 02  , 
2 3 P.2 

oj  si  2 +° 

<5  5s  o 5 


sa 


Table  10. — Statistics  of  departments  of  music  in  secondary  schools — Continued. 


72 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


•Ajuiqu  jo  anp?A 


•Aiuiq 

-II  m sauirqoA  jo  laqumjq 


•si^aA  g :jstq  ui  ois 
-nui  ui  saj'Boyijjao  SuiAiaa 
-ai  saj'enp'B.ig  jou  s’liiapnjg 

•siuaA  g 

q.st?i  ui  oisnui  ui  saj-enpuio 


•oisnui  oj  qaaAV  lad  aioui  jo  I 
sjnoq  oi  Sui^oAap  j.uao  jaj  j 
•oisnui  oj.  qaaAY  jad  sanoq  | 
01  ueqq.  ssai  :jnq  g ueqj 
aiour  guijoAap  quao  jaj  I 
•oisnui  oj.  qaaAv 
lad  smoq  g uaqj  ssaj  Sui 
-joAep  sjuapnjs  jo  juao  aaj  1 


•aioui  jo  siuaA  g jo 
asinoo  looqos  q3iq  Sui^aid 
-uioo  sjuapnjs  jo  juao  jaj 


M O fn 
CD  ^ GO  C3  <X> 

ES-ss-fi 


a : 


: s?  £ § £ 


a = © « 

= S 2 
3 g-e  s 
Sgg.8 


o ® 

1 3 

2 a 
+^>  ^ 
2 a 


TBWL 


•ai'Buiaj 


•ai^H 


O O (NO  • (N  • 00  O 


- »OL 
(NNiOW 


0®X5  >00 


•WOJ, 


<N  rH  00 


IH(OMNCO 


•ai'Buiaj 


•ai-BM 


r-H  . 00 


o © 


• CO  05 

o © © 


go  <£ 

5 i& 

tj  a :W 

Pl  o • 

03 

: 


co  co 
o>  o> 


W 

V,  IS 
So«l 


A APh  SP-iASPhS 


§ 05 
2 § 
§§ 


02 

<1co 


o o 


+* 

2-2,3 
££gAa  20= 

j» 

o PT  3 m 5 >>  o -g 

0 © I*  S s S 

CO^K  Sow 


b si 


a>  • 

SP  >> 


© 

bo 


:« 


A >>  •• 

„=s  a ®' 


p->  . os  Q.;  rj 

ll-i-sl-cg 

-rtA  a o*e  cn  o 


o3  2”o  « ®1'3,d  S'pO 

+i  .IPo  r-.2sRo<riw° 


^ Bo 


© & © 
&§  - 


5 O H 

o o n 


2 o J5  <3 -g +3 G ^+j 

Wo  waA^oq^^  Am 


£.2jf2=  o 

d^r1  O ‘ 

o 


>» 
a 

A 

©-g 

*31 


:a 

i © 

C 

flujo'; 
g^CQpi 
»h0,3  < 

55  it 

81^.2 
Ph  S C 

P-r<cfiP 


bca 

S.2 

-Q-S. 


§1 
05.5  o 

© an 

as 

WA 


.rH  rrt 

m o g 

3 a ° 

£ S A 

3^.2^- 
U.  Ld  Q J rn 


PI 

j O 

.T3 
• 3 

a o 

SSSS-S 

T3-gg©fl  ’CSs® 
a g o ®qj  = 


STATISTICAL  TABLES. 


§2^  :S  : 

GO(M 

O 

O 

09 

S 

CM 

1,000^ 

Q CO  • O • 

»-<  • co  • 

HW 

iO 

TT 

1 OS 

§ 

TJ< 

20 

O • ONO 

CO  • CO 

CO 

31 

2 

• C5 

(M»0  OOO 

iO 

co 

o 

CM 

0 

0 

0 

09 

0 

s 

o 

»o  O OOO 
<M  CO 

§ 

20 

CM 

90 

100 

O to  o o o o 

<N  t>  1-^  O O O 

O 

o 

90 

o 

o o o o o 

o o o o o 

100 

o 

to  ON  , 

O to 

to  o 

o 

*0  00»O  NM  - 

00  CO  *OCO  • 

ICIOOHINO  O OXO 

<N  (M  WhO  h 

N-  O 
<N<N 

J term 

| term 

Ft  months  I 

10  weeks . . 

1 niirt.rl.cr 

i 

r< 

\ year 

No  limit .. 

h year 

1 quarter . 
3 months  . 

> 

(M 

1 

1 

1 term 

10  weeks . . 

do.... 

i vea,r_ 

5 months  . 
1 vea.r 

c 

I'C 

do 

do 

10  weeks . . 

1 vp.a.r 

“i-2 

30  minutes 
1 vear 

do.... 

- ' — - • 
1 CM  O I 


^ oo  O oc  ir^  r 

t-h  oo  co  CM  CO  CM  00  r 


o oc 
tO  co 


I o o 
COO 


O CO  CM  CM  *0  CO  CO  t 


O CO  t-H 


CO  o o o o o 


GO  X 

_ - 0)0 


o o o 


X X X • • 

05  © © O O 


0Q  00  GO 

o o o 
NNN 


CO  GO  00 

o o o 

NNN 


CO  GO 

o o 


O 05 


S3 

05 -S 

&J3 
o o 

+*  4f> 
X X 

53  gq 


: : : : : ^ 

J ; ; ! I 

: : :.£ 

! ' ^ 

-2  ! • • : 

• ' >H  ' ' H 

• g od  • ■ sp 

•a! 

do  re  Bjorks 
r M.  Imelda 
Henderson. 
Jennie  May. 
T.  D.  Clark. 

3 § 

as 

-j 

^G 
u g 

- :§£  ci^W 
Z<Q  >S© 

bo+p  © O '3  ^ 
ri*J  ^ 3^ 

:‘dQ 

Mfn  . 
.2^ 

S3  s 

o ® G © • 
^ ©-^.2  2 

"x  3 

Gffi®  2x3  © 

ton 

S. 

ilia 

iss 

Hieh^S 

Sxl 

bC  ® ^ W) 
.SSrf  ffl 
(3  x>x3'Q 

gs*j 

Q*©- 

«g£2 

s| « © 

ISSiS 


■ ^ ^ X ■ cri 

t:^  o G;z;  „ 

SESl'iJ 

&a.<x°£ 

2 o o rt  © <d 

Stss-gsg 


G - 

05  ~ 

2 O 
G m 

>gS 

. IS 
^02.2 

2 CM 
Gx3^ 


Sg 
£2 
g © 


c2 

<1-1  o 

°s- 

bo-5 

05 


r=f^ 

rgls& 

Kill 

=3  'CQ:— 


c c5 o*§ 

!i2o“2 


■gS1Ss.S§ 

;<»  g ftS 


)S  £t>: 


s. 

£<2 

>» 

"oo 
a o 
^Xl 

££ 

t>>o 

Si" 

<D 

o <c 


i?s 

*H 

• x O 

5|T 
s g >» 

sg-s 

*<£ 

G © rt 

HdB  : 

, • >>  G GQ  05 
,r3  © o 3 
G ©X5  . B 

StgJ* 

PQcgQ 


m « 

co  be 
© 05  G3 
+->  +e  0 

& So 

- ®ss 

05  C_j  g ^ 
G 


„ ® h 3 
ox3  o-*-5 
OEHPh 


:|  :>55 

il  : goo 

;rt^oo 

_ _<  >>©  GOO 

6 &§  ®£  3 0 0 
© °Ps  oo  ^ 0,0x1 
CIQ.S'S  <35  §3  O O 

.2^-),_,©©g'H’=3 

3 is  Co  3 “ 
3£s®dC® 
<3}  od  © Vi  O G » 

WPnOfa^PQO 


>» 

2 

■s 

3 2 


, s3  ,© 


^03 

5 ©h 

5+P  05 


ba5  © 

'3r3  • I**  XI 
03  cd  ©7?  ® 05 

U<<  %'  "" 

ssjal* 

33 ’>22  t>>  3 1 

■asGso, 

^l?ii 


©P-1 

PhPoK 


of:  .2 

i-s| 

02  O^ 
tn  O be 
fc'S  3 
^“g 

^ © H 

.td|j 

•p-pd 

CQCCCQ 


>Q  ^g&pi 


^ \ j ° <33  ^ 


G> 

Its 

<5M 


fai 

n a 


g & | “ cd 

_L  05  ^ G 

g o-e 

goo 
Oftfx 


W PH  .^r 

&H  S ■> 


^ g 


^ hn  ^ 

M &M**  • S ^ 

Si  guslis  E 


1sEj^=^l>;gl«aiss  S §5i 


|gSgg^QsS»S^S 

G 05  oj  .3  o 05  05  ©CB©X 


^ ^ pu  0i  E-i  ^ >1 


Table  10. — Statistics  of  departments  of  music  in  secondary  schools — Continued. 


74  MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


Ajujqn  jo  onpjA 


•Ajuiq 

-i[  ui  saunqoA  jo  asquint 


•sj'gaA  9 isbi  ui  ois 
-nui  ai  saj'Bogijjao  SutAiao 
-aj  saqi'Bnp'BJS  jon  ejiiapnjg 


•sj'gaA  g 

jsbj  ui  oisnui  ui  sajisnp'BJO 


•oisnui  oj  :>iaaAY  jad  ajoui  jo 
sj’noq  oi  StnjoAap  juao  jau 


•oisnui  oj  JiaaAV  jad  sjnoq 
01  usqj  ssaj  jnq  9 ueqj 
ajoui  SuijOAap  juao  jaj 


•oisnui  OJ  JiaaAV 
jad  sjnoq  9 UBqj  ssaj  Sui 
-joAap  sjuapnjs  jo  ijuao  jaj 


•ajoui  jo  sjisaA  g jo 
asjnoo  jooqos  qSiq  guijaid 
-uioo  sjuapnjs  j’o  juao  jaj 


co  P.  -1  T3 
03  GO  TO  03 

tJ'gj-i  « > 

03  J3  03  03 

0.^13  *- 


CO 


88 


o o 

EE 

CO  10 


g-s 

§1 


Is 

si 

H c 


G Tj  a>  o 


•I^jox 


0 o < 

1 - 00  < 


•aiBuiaj[ 


•ai«R 


0.2 

o 2 

3 P 

£ s 


•p?WL 


ICOO'#!ON'JI  IM 


<M  . 


•apsuiaji 


I 1-HiC  'f  • Cl  ■ 


<N  — 1 CO  <N  CO 


•ap3H 


co  co  1 w to  _ 

Qj  Q)  1 D C 

?h>h  ;>hPh^;>h  p H 


03  O 


m2 

6 251 

pid 

§ log 


O 03 


S3 

So 

CO  . 

SW 


•o 

rScq 
o two  . 
0.2PS 

g=S 

PE^O 


gS.2 

§ c3  D 

ftgtf 


OPH 

CO  GO  GO 
CO  GO  OI 

§§§ 


T)  >> 

3 B © 

l®i| 

■S®-<  § 

“3  2- 

t>>o  c 00 

^X1  03-1 

53  o Q £> 
1^1 
Pa2?(CG 


>» 

E 

bfi© 

00  T3 


w 

, oo  03  ca  c 

©.S-Sfl  . 

T3  — T3  O >> 

© “P  '53 
OP  co 


>> 

E 

03  .ti 


P>,G 


p ft 
goP 


!>> 

1 S a 

;^.s 

> 

O Cl 


PQ^o 


O Q} 

33 


s g 

03  CO 

■3  >. 


'CO  >>T3 

>13  g.S 

>g|s 

• PH 


■S'3 

§ 


J3  C 

as 


C <3  o3 
wh 


.q  cd 

o >■ 

S ^ Pw  , t- 

oSafi  bS 


.=§ 

00 


o 
o 

w _ 
« 'g 


jjo 

co  © 
fl-1 


rt  . co 
Ss  -A 
o :p 


Sa 


CQPP 


^ a 
.tJ  33 
.ti  o 


STATISTICAL  TABLES. 


75 


8828  :g 


88 


8 :8 


'88 


28c3 


8 : :S 


88 


888 


88 


88 


8 8 :S 


£ SJ2  I810 


o E 

E3 


ll 


3 j<£ 

1 fl 

I ll 


flfi 

E o g o 


333 

§|| 


gg 

S3 


33c  ■ 

g §§Igf 
5 S3S5a 


88§88SS  2S 

33 

200 

24 

82 

188 

8S8888 

88 

8 

88828 

8S3K8  :S 

> OJ 

8 

800 

£288 

S33  :£8 

45 

13 

8 

30 

86 

17 

11 

52 

• 00  • JO  00  ZD 

|S 

1 

120 

16 

00 

rH  O 

7 

90 

9 

40 

4 

12 

00  05 

3 

O • O t-H  t>- 

oo  co  co  •*r  i-i  ^ »o 

CO  r- 

l cs 

1 <N  <N 

CO  t>-  CO  CO  1-H  e* 

<N  1-4 

(N^rtHco 

co  r-»  co  ^ i-t  • 

CN 

1 i-h<N 

IHWCO  ■ r-H  i-H 

- 

IN^hhco 

■Ofl  • • • — 

• <N  r- 

- : 

- 

c* io  -co  • ’-h 

- : 

o S ® o ® o o 

No.. 

Yes. 

Yes. 

o o 
ZZ 

S d o S o $ 
>-ZZ>hZ^ 

Yes. 

Yes. 

3 

>< 

o 3 o o 3 

d ;§ ; ■ ; 

is  . 

>>  : 

- . 

ji  :|  j 

£ 


llsl 

SSJufOh 

isis*Sl 


n 

d.5 


S« 

W| 

■§! 

H,n 


so 


33 

II 


e-e 

s o 

§i«! 

"B  ■«** 

^!i 

§.2cQW 

|1*S 


3 

>2 

<K 

II 

Co 


W SSggrg 

i mu 


S3 

is 

■ flW 

ll 


Ox: 

Is 


||S 

*H 

llll 

ill! 


Ilmi 

u'Hou^O 
cc°-2.Sfl 
§„  a-  S o 

|S53I| 

iJsslo 


O T3 

>&!  « o§  5 w 

"£££<£££  M oo 


jff 


S CfioKd' 


Table  10. — Statistics  of  departments  of  music  in  secondary  schools — Continued. 


76 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


•Aauiqil  jo  on jB a 

s 

•AjBjq 

-q  ui  sauinjOA  jo  aoqxnnN 

s 

•SJBOA  g J.SBJ  UI  OIS 

-nui  ui  sajBotjijjao  SuiXiao 
-3J  saqiBnpBJS'jou  sjiiapnijg 

o 

! ° 

•gJBaA  g 

jsb{  ui  oisnui  ui  sajBnpBJO 

<N  O (N 
rH  CN 

CO 

• o 
! ^ 

•oisnui  oij  3[aaAV  jad  ajoui  jo 
sj'noq  oi  SuijoAap  juao  jax 

; O 

•oisnui  oj  qaaAv  jad  sjnoq 
01  UBqj  ssaj  ^nq  g unqj. 
ojoui  SuijoA.ap  juao  jaj 

23 

20 

o o 

TJ1  'O 

•oisnui  oj  qaaAv 
jad  sanoq  g iiBqj  ssai  Sui 
-jOAap  sjuapnjs  jo  juao  aaj 

o o 

o o 

I 

is 

Sg|§° 

•ojoui  jo  sjboA  g jo 
asjnoo  iooqos  qSiq  Suijaid 
uioo  sjuapnjs  j'o  ^uao  aad 

ICO  O^OICO 

O 0>  (N  O 

O 

CO  O CO  o o o 

CO  rH  CO  CO 

003 

Shortest 
period  for 
which  stu- 
dents are 
received. 

1 term 

J hour 

10  weeks. . 
1 quarter  . 
3 months  . 
1 0 weeks . . 

10  weeks. . 

12  weeks . . 



a 

1 year 

1 month . . 
No  limit.. 

1 term 

1 veer 

i 

Students 
enrolled  in 
department  of 
music. 

•I^jox 

COC^  OO^CXN  iQOO 

HOCO  OHII^CO  CC  r-  OiOTTXOeOOOOOONH 

CO  TH 

•ajBiuax 

1 

OO^  IOOWOO 

HOW  CQ  rH  rji  TJ1  CO 

rH 

Tf  03  TP  O rH  00  lO  '100 

30  CO  00  CO  “2  r-l  CO  • r-~ 

•ajBK 

o 

*o 

CSJ  »0)  TT  (NJ  t^ 

CO  <M  H(N 

1<ONO 
rH  CO  00 

lO 

Instructors 
in  music. 

(N-^CO  -^CT>>-i<M(N  CO<N  OHHNHIIHIO 

-< 

•ajBuiax  i 

CMCOr-1  (NOOHN  • CO  H H • CO  ; ; 

■ai«W 

HN  (NH 

<M  CO 

CO 

MHHHU3 

- 

c/i  co  • ana 

^ a « 

• GO 

03 

GQ  03  • 03  03  M 

1 CO 

SjB  . 
£>42  bO 

Og  3 

S .g 

* 

W 

.RN1^ 

o3  . Pi 

S'SS 

® 

pqphIU 


g : g.3  * 

Iffill 

I^J 

a;  r ^ 

l«i.^ 


3.2 

Q)  c 

■S§ 


03  0> 

.2t» 

SoQ 


42  g 

O S 

Ph£  q q s 
. PQ  o a>  a> 

Mg  5^3 

ti  “ R£h£ 
SS«5M«! 


<u  sj  c3  • 

jin 

GO?* 

a»  g a;tr» 

lifj 


i ®tS 


cj  5 


fls 

'E-Sffl 

is 

OQ?>CQ 


>>o 

as  q.2  o 
"ROM 

S<g«8 


g CS  OT  QO 
f ^ B ® M 
t>>es  o <n  S' 
£>42.R  O = 
m te  pi/-^ 

®i®  . . 

►>  O 4J  +i 

15-PUcqcccq 


o.2 

ff 

nJ  oS 
hP-i 

o-“ 


0+1 

oco 


(h  03 

O be 


k!  o 

a^gl? 

O ® W 2 -p 
* v-CG  « R B 
3 oc  0.2“  o 

^ O o <3  51  ’O 

5®8-3« 


; 

-CO  Eh 


o 
+o  cS 
CO  CO 


:.2 
' R ^ 
8 opq 
B fl+> 

Sg® 

g 

PhWW 


PI  R 
o te 
S o 


jj? 

-lg  B 

« aj  ^ cs 
RjO  J2  M 

pqy  GO 


I vj  f 

! 0)  O 


Ph  O 

§3 

02  h> 


S 

A o 


03j 


.O  _ 
d o ’cS  42  3 ^ 
RRSPBCJRH  O 

'3-S‘S^  gffitJ 


> J B'S  I o 

gcU-R, 


it'! 


PAST  AND  PRESENT  TENDENCIES. 


77 


IY.  PAST  AND  PRESENT  TENDENCIES. 

It  already  has  been  noted  that  the  development  of  music  educa- 
tion has  moved  along  four  lines,  namely,  in  the  public  schools,  by 
private  teachers,  in  colleges  and  universities,  and  in  independent 
music  schools.  The  impulse  given  by  the  old  singing  school,  with  its 
crude  attempts  to  teach  the  reading  of  music  by  note  to  adults, 
naturally  led  to  efforts  in  the  same  direction  with  children,  and 
music  in  the  public  schools  was  the  result.  The  activity  of  individ- 
uals resulted  in  a constantly  increasing  body  of  private  teachers  of 
various  instruments  and  musical  theory.  This  body  received  many 
accessions  of  trained  musicians  whom  the  unsettled  social  and 
political  conditions  of  Europe  sent  to  this  country,  and  who  gained 
their  livelihood  by  teaching  music.  The  gradual  establishment  of 
schools  of  music  and  of  departments  of  music  in  connection  with 
colleges  followed,  and  the  movement  toward  a formal  music  educa- 
tion was  fully  launched.  Undoubtedly,  among  these  agencies  there 
were  many  with  high  ideals  and  more  or  less  definite  educational 
purposes,  but  influences  were  quickly  at  work  which  were  to  give  a 
decidedly  wrong  bent  to  music  instruction.  Composition  and  per- 
formance were  the  goals  toward  which  all  efforts  were  directed,  and  ^ 
with  no  educational  precedents  existing  for  the  guidance  of  those  \ 
engaged  in  it,  music  teaching  rapidly  became  imbued  with  false  ideals,  / 
and,  in  time,  the  affected  virtuoso,  the  specialist,  flourished,  finding 
many  disciples,  and  the  purpose  of  music  education  steadily  narrowed. 

It  is  not  surprising,  however,  that  the  pedagogic  development  of 
music  in  its  earlier  stages,  under  the  conditions  dominant  in  a country 
whose  energies  were  chiefly  employed  in  the  expansion  of  commerce 
and  manufactures,  should  be  lacking  in  system.  When  the  progress, 
in  the  United  States,  of  educational  movements  generally  is  con- 
sidered, it  is  not  remarkable  that  in  an  art  so  elaborate  and  complex 
as  music  confusion  should  exist  and  much  pioneer  work  be  necessary, 
and  that  mistakes  both  of  commission  and  omission  would  be  made 
before  music  education  should  be  fully  understood,  and  the  prin- 
ciples on  which  it  should  be  based  be  clearly  formulated.  While  the  v 
historical  statement  may  indicate  the  absence  of  a guiding  principle, 
a lack  of  unity  in  effort,  and  confusion  of  opinion  as  to  what  consti- 
tuted the  true  office  of  music  and  the  real  nature  of  music  education, 
it  also  supplies  evidence  that  there  has  been  a demand  for  musical 
culture,  and  that  those  who  took  upon  them  the  labors  of  the  pioneer 
perceived  this,  and,  realizing  the  need  for  a better  education  of  the 
people  in  music,  were  not  astray  in  their  estimate  of  what  that  need 
was.  The  projectors  of  the  old  singing  school  builded  better  than 
they  knew  when  they  attempted  to  initiate  the  people  into  the 
mysteries  of  musical  notation,  and  gave  impetus  to  an  impulse  which 


78 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


( 


was  to  bear  good  fruit.  Despite  their  slight  musical  equipment  and 
the  crudity  of  their  instruction,  they  were  keen  enough  to  perceive 
that  music  was  an  important  part  of  the  life  of  the  people  and  could 
be  made  more  productive  of  good  by  educating  them  in  the  essentials 
of  music  culture.  It  was  the  departure  from  this  purpose  by  those 
who  followed  that  gave  rise  to  the  confusion  which  so  quickly  devel- 
oped as  the  cultivation  of  music  increased,  and  that  circumscribed 
the  scope  of  music  education,  limiting  it  for  many  years  almost  j 
entirely  to  the  field  of  professional  training. 

The  practice  of  music,  rapidly  developing  into  well-defined  opecial- 
ties,  each  possessing  its  own  peculiar  technique  and  requirements  of  I 
instruction,  attracted  a constantly  increasing  body  of  students  ( 
whose  entire  attention  became  more  and  more  absorbed  by  the  form 
in  which  they  were  specially  interested.  This  absorption  in  some 
particular  manifestation  of  music  produced  sharply  drawn  lines  of 
separation,  and  caused  formulators  of  methods  of  instruction  to  lose  !* 
sight  of  two  truths  which  underlie  music  education  equally  with 
other  forms,  and  which  must  be  taken  into  account  by  those  who 
would  place  music  where  it  rightfully  belongs  in  the  scheme  of  public 
education:  First,  that  to  be  educationally  valuable  music  must  speak 
a message  to  the  people  at  large,  Who  must  be  prepared  to  understand 
and  appreciate  its  utterances;  and,  second,  that  while  there  are  , 

various  forms  of  musical  manifestation  they  are  all  branches  of  the  J 

parent  music  trunk,  their  fruitfulness  depending  upon  the  proper  ' 

cultivation  of  the  stem  from  which  they  derive  their  life;  and  ( 

whether  music  be  viewed  from  the  standpoint  of  the  creator,  theorist,  1 

performer,  or  pedagogue;  whether  it  be  taught  in  the  public  school, 
the  college,  the  university,  the  conservatory,  or  by  private  teacher, 
underlying  all  instruction  are  basic  educational  principles  requiring  ^ 
recognition  and  logical  development;  and  however  divergent  the 
activities  of  the  different  exponents  of  music  eventually  may  become,  { 
there  is  a point  where  their  specialization  emerges  from  the  parent  art. 

The  failure  of  musicians  to  apprehend  these  truths  has  constituted  I 
the  weakness  of  the  educational  activities  of  the  past  forty  years. 

/•It  was  the  excessive  emphasis  placed  on  the  vocational  aspect  of 
r music,  exalting  it  unduly,  which  relegated  to  the  background  and 
ultimately  obscured  that  view  which  sees  in  music  a close  connection 
with  social  and  national  life,  and  opens  up  a vast  field  of  cultural 
v education  in  which  the  people  can  participate.  This  restriction  of 
the  office  of  music  has  come  to  pass  despite  the  fact  that  history  is 
replete  with  illustrations  of  the  intimacy  existing  between  it  and 
personal,  social,  and  national  life  in  the  expression  of  the  deeper 
feelings  of  human  nature.  Dominated  by  this  narrow  view,  the  aim 
^ of  music  teaching  has  been  the  making  of  players  and  singers  or  the 
development  of  composers,  and  back  of  the  activities  of  those  who 


PAST  AND  PRESENT  TENDENCIES. 


79 


have  dictated  methods  of  instruction  has  been  the  conviction  that 
peculiar  and  pronounced  talent  must  determine  the  advisability  of 
music  instruction,  those  only  who  are  so  fortunate  as  to  possess  this 
God-given  ability  being  worthy  of  serious  attention,  while  for  the 
less  fortunate  majority  music  is  a sealed  book. 

This  narrowness  of  outlook  and  the  absence  of  definite  standards 
of  instruction  naturally  have  made  themselves  felt  in  music  teach- 
ing. Specialized  forms  of  study  have  been  thrust  upon  students 
almost  with  the  first  lesson.  Technique  became  the  sine  qua  non  of 
all  effort.  No  provision  was  made  for  foundational  prepaTation,  and 
the  necessity  for  any  breadth  of  culture  was  entirely  ignored.  Music 
departments  and  conservatories  became  technical  training  schools, 
\^and  private  teachers  emulated  their  example.  Well-defined  courses 
of  study,  progressing  logical^  and  systematically  from  grade  to  grade 
to  the  point  where  specialization  could  properly  begin  and  specific 
professional  preparation  be  entered  upon  to  advantage,  were  so  rare 
as  to  be  a negligible  quantity  in  estimating  the  status  of  music  educa- 
tion, and  the  correlation  of  music  and  nonmusic  courses  was  prac- 
tically unknown.  The  status  of  music  in  universities  and  colleges 
was  also  unsatisfactory,  on  account  of  the  reason  for  its  installation 
being  in  doubt,  some  holding  that  it  should  be  for  the  purpose  of 
supplying  a music  education  on  a somewhat  higher  level  than  that 
furnished  by  the  primary  grades,  others  seeking  to  secure  for  it 
recognition  as  a professional  specialty  in  common  with  other  special- 
ties of  the  university  system,  while  the  college  authorities  them- 
selves looked  upon  it  as  a good  thing  for  the  treasury  but  of  little  or 
no  moment  in  the  general  scheme  of  education.  Sharp  distinctions 
were  drawn  between  the  advocates  of  music  as  a part  of  the  public 
school  work  and  those  who,  by  right  of  their  training  and  standing 
as  professional  musicians,  considered  themselves  the  true  exponents 
of  music.  Lack  of  coordination  and  cooperation  left  a wide  chasm 
between  the  more  elementary  work,  as  carried  on  in  the  primary 
grades,  and  the  advanced  courses  outlined  in  colleges  and  univer- 


sities. 

The  result  of  these  conditions  was  the  complete  separation  of 
music  from  general  educational  thought.  Trained  educators  natu- 
rally were  quick  to  perceive  the  lack  of  standardization  in  methods 
and  the  pedagogic  inefficiency  of  those  to  whom  the  development  of 
v.  music  education  was  intrusted,  and  of  course  gave  music  a valuation 
Vo  higher  than  that  at  which  it  was  appraised  by  the  majority  of  its 
exponents.  The  unscientific  character  of  music  teaching,  the  preva- 
lence of  haphazard  systems  of  instruction,  and  the  undue  emphasis 
(placed  upon  the  personal  equation  repelled  educators,  who  accepted 
/the  statement  of  musicians  themselves  that  temperament  and  natu- 
( ral  endowment  are  indispensable  in  music  education.  The  fact  that 


80 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


not  only  the  average  teacher  of  music,  whatever  might  be  his  or  her 
sincerity,  was  of  restricted  education  and  intellectual  ambition,  but 
that  too  frequently  music's  most  prominent  exponents  were  of 
equally  narrow  intellectual  horizon,  strongly  militated  against  music 
as  an  educational  force.  What  has  been  the  attitude  of  organized 
educational  forces  toward  music  is  significantly  expressed  in  the  oft- 
repeated  story  of  the  principal  of  a girl's  school,  who  asked  a pros- 
pective student,  “Do  you  come  here  to  study,  or  to  take  music?" 
However  unfair  this  attitude  may  be  considered  by  those  who,  sound- 
ing the  depths  of  musical  science  and  art,  realize  its  potentialities,  it 
is  apparently  abundantly  justified  by  the  conditions  which  have 
prevailed  until  within  recent  years. 

Turning  from  this  contemplation  of  past  conditions  and  tendencies 
to  those  of  the  present,  we  find  many  of  the  evils  named  still  existing. 
-The  misapprehension  of  years  is  not  easily  removed,  and  the  segre- 
gation  of  teachers,  the  absence  of  standards,  and  the  spirit  of  speciali- 
I zation  arising  from  the  excessive  cultivation  of  music  as  a vocation, 
i which  has  dictated  the  various  schemes  of  instruction  for  so  many 
V years,  are  conditions  not  to  be  quickly  overcome.  Yet  there  are 
abundant  indications  that  influences  are  now  at  work  which  have 
leavened  the  lump  and  are  already  making  themselves  strongly  felt. 
/There  has  grown  into  appreciable  proportions  a class  of  musicians 
I who  decidedly  deprecate  the  narrowness  and  inefficiency  of  the  past, 
yand  are  making  strenuous  and  well-directed  efforts  to  broaden  the 
character  and  improve  the  efficiency  of  music  teaching.  In  the 
meetings  of  their  associations,  in  their  studios  and  class  rooms,  and 
in  print  they  are  carrying  on  a propaganda  which  strikes  at  the  root 
^of  the  evils  which  have  existed  for  so  long  a time.  Earnest  attempts 
are  made  by  exponents  of  music  education  in  the  public  schools,  con- 
servatories, and  colleges,  and  among  private  teachers  to  get  together, 
\ to  establish  standards,  to  unify  courses  of  study,  and  to  supply  miss- 
ing links  in  the  educational  chain.  The  day  of  the  pretentious 
virtuoso  is  past;  there  is  a growing  conviction  that  the  long-cherished 
belief  that  music  teaching  should  be  confined  to  those  who  are  tem- 
peramentally endowed  is  a serious  mistake.  The  importance  of 
foundational  work  is  being  realized,  and  the  beneficent  effects  upon 
the  musician  of  a broad  culture  are  becoming  more  and  more  appre- 
ciated. 

Teachers  of  various  instruments  and  of  voice  are  making  system- 
atic efforts  to  prepare  curricula  which  will  be  uniform  in  standard, 

* doing  away  with  the  desultory  and  unregulated  methods  of  the  past. 
Theorists  are  discussing  questions  the  solutions  of  which  will  make 
for  uniformity.  Teachers  in  public  schools  are  steadily  seeking  to 
/ improve  both  the  matter  and  the  method  of  their  phase  of  music 
^education,  rectifying  inaccuracies  of  grading  and  bridging  over  the 


PAST  AND  PRESENT  TENDENCIES. 


81 


chasm  between  elementary  and  advanced  grades.  The  cultivation 
of  music  in  its  foundational  aspects  and  as  a part  of  the  life  of  the 
people  is  being  given  intelligent  consideration.  Pedagogic  principles 
as  a basis  for  further  development  are  being  given  attention,  and  the 
trend  is  strongly  toward  efficiency,  uniformity,  coordination,  and 
cooperation. 

The  body  of  musicians  to  be  inoculated  with  sound  pedagogic 
principles  and  breadth  of  view  is  large,  many  of  its  members  are 
isolated,  commercialism  is  still  strong,  and  many  are  yet  too  much 
inclined  to  be  satisfied  with  methods  with  which  they  are  familiar 
and  too  indifferent  to  take  the  trouble  involved  in  improvement;  but 
the  germ  has  been  implanted,  and  although  it  may  take  time  it  will 
do  its  work. 

Perhaps  the  most  significant  fact  which  an  investigation  of  present 
tendencies  shows  is  the  marked  change  in  their  attitude  toward  music 
of  the  dominating  forces  in  educational  movements  to-day,  namely, 
the  colleges  and  universities.  While  music  is  still  made  to  feel  that 
it  is  only  tolerated  in  some  institutions,  there  has  come  to  pass  what 
may  rightfully  be  esteemed  a remarkable  change  of  heart  upon  the 
part  of  many  institutions  of  the  highest  grade  and  influence.  It  is 
clear  that  the  separation  between  music  and  general  educational 
thought  is  not  only  being  rapidly  lessened,  but  that  it  will  completely 
disappear  in  a much  shorter  time  than  past  conditions  would  warrant 
one  in  predicting.  The  report  of  an  investigation  of  the  present 
status  of  music  in  colleges,  conducted  by  a committee  appointed  by 
the  Eastern  Educational  Music  Conference,®  gives  some  exceedingly 
interesting  information  on  this  point.  A list  of  questions  concerning 
the  granting  of  credit  for  the  study  of  music,  both  for  entrance  and 
during  the  college  course,  was  sent  to  a number  of  leading  universi- 
ties and  colleges  in  various  parts  of  the  country,  but  particularly  in 
New  England  and  the  Middle  States,  where  educational  precedent  is 
most  strong.  One  hundred  and  twenty-three  replies  were  received. 
Fifty-eight  institutions  do  not  maintain  music  departments.  Of  these, 
15  give  the  following  reasons  for  the  absence  of  such  departments: 
No  means,  8;  no  demand,  3;  music  not  a collegiate  study,  3;  lack  of 
time,  1.  New  York  University  replies:  “If  we  were  given  an  endow- 
ment for  such  courses,  we  should  offer  them  gladly.  ” Of  the  remain- 
ing 65  institutions,  58  give  credit  for  the  study  of  music,  either  at 
entrance  or  during  the  course  leading  to  a degree,  or  both.  Among 
the  institutions  granting  credit  in  music  both  for  entrance  and  toward 
a degree  are  Amherst,  Barnard,  Beloit ; College  of  St.  Angela,  Colorado ; 
Columbia  University,  Cornell  University,  Harvard  University,  Oberlin, 

a The  full  report  can  be  obtained  by  addressing  Prof.  Leonard  B.  McWhood,  Columbia  University, 
New  York  City,  N.  Y. 

50743—08 6 


82 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


Radcliffe,  Smith,  State  College  of  Washington,  Syracuse  University, 
Tufts,  Westminster,  and  Wilson. 

Those  that  grant  entrance  credit  but  not  toward  a degree  are 
Leland  Stanford  University,  University  of  North  Dakota,  and  Uni- 
versity of  Tennessee.  The  first  of  these  has  no  department  of  music, 
and  its  recognition  (August,  1907)  of  the  value  of  entrance  credit  in 
music  to  the  amount  of  three  points  out  of  fifteen  required  is 
significant. 

Among  the  institutions  that  grant  credit  toward  a degree  but  not 
at  entrance  are  the  Universities  of  Arkansas,  Colorado,  Idaho,  Illi- 
nois, Iowa,  Kansas,  Michigan,  Minnesota,  Missouri,  Nebraska,  Okla- 
homa, Oregon,  South  Dakota,  Washington,  West  Virginia,  and  Wis- 
consin; Dartmouth  and  Mount  Holyoke  colleges,  Northwestern 
University,  Ohio  Wesleyan  University,  University  of  Nashville, 
Vassar  and  Wellesley  colleges,  Yale  University,  and  Converse  College. 

The  subjects  for  which  credit  is  given,  and  the  number  of  colleges 
granting  such  credit,  are  as  follows: 


Branches  in  which  credit  is  allowed. 

At  en- 
trance. 

Toward 
a degree 

Musical  appreciation,  including  history  of  music,  etc 

9 

42 

Harmony 

18 

47 

Counterpoint,  including  fugue,  etc 

9 

33 

18 

21 

Composition,  including  form,  etc 

0 

Practical  music  (performance) 

10 

The  significance  of  these  figures  lies  in  the  fact  that  these  credits 
are  for  the  degree  of  bachelor  of  arts  or  its  equivalent,  and  not  for 
professional  courses. 


V.  CONCLUSION. 

It  is  clear  that  the  present  status  of  formal  music  education  is  one 
of  transition.  With  many  independent  schools  of  music,  colleges, 
and  universities  offering  well-conceived  music  courses  of  high  stand- 
ard, there  is  still  lacking  the  unity  and  complete  coordination  of  effort 
that  should  characterize  a well-grounded  scheme  of  education.  The 
courses  of  each  institution  follow  each  other  sequentially,  but  no 
uniform  standard  is  maintained  by  which  their  relative  merit  and 
adaptability  can  be  assured,  and  which  will  unify  the  work  of  all 
institutions  offering  such  courses  into  a thoroughly  organized  system. 
Each  school  is  a law  unto  itself;  hence  when  a student  presents  credits 
from  one  to  another  there  is  no  basis  of  agreement  as  to  the  value  of 
such  credits.  Secondary  schools,  which  in  general  education  take 
care  to  have  their  courses  closely  articulated  with  those  of  institu- 
tions of  higher  education,  attempt  the  same  grade  of  music  instruction 


WORKS  ON  MUSIC  EDUCATION. 


83 


as  the  best  equipped  conservatory  or  college.  There  are  no  second- 
ary music  schools.  A well-defined,  properly  regulated  development 
of  music  education  from  its  most  elementary  to  its  highest  grades 
does  not  yet  exist. 

Music  needs  the  college  atmosphere,  its  spirit  of  culture,  and  its 
well-directed  effort.  It  needs  the  application  to  its  methods  of  the 
system  and  orderliness  that  characterize  college  work.  These  need 
not,  and  will  not,  check  its  artistic  attributes,  but  they  will  bring 
to  it  system  in  classification  and  thoroughness  and  accuracy  in  the 
coordination  of  its  elements.  That  such  a consummation  will  be 
reached  present  conditions  give  basis  for  belief. 

If  this  investigation  of  present  conditions  in  formal  music  educa- 
tion reveals  weaknesses  in  organization  and  misdirection  of  effort,  it 
also  shows  decided  gains  in  many  essentials  of  future  development.  It 
discloses  great  musical  activity  in  colleges  and  universities,  and  by  its 
revelation  of  the  critical  attention  now  paid  to  the  preparation  of 
music  courses  and  their  correlation  with  other  subjects  of  the  cur- 
riculum, it  gives  encouragement  to  musicians  to  redouble  their 
efforts  for  the  elevation  of  standards  of  musical  scholarship  in  all  its 
phases. 


WORKS  ON  MUSIC  EDUCATION  BY  AMERICAN  AUTHORS. 

[A  list  of  works  on  the  history  of  music  in  America  is  given  on  pp.  16-17.] 

Apthorp,  William  Foster.  The  opera  past  and  present;  an  historical  sketch.  New 
York,  Charles  Scribner’s  Sons.  1901.  238  p.  12  mo. 

Bartholomew,  E.  F.,  Ph.  D.,  D.  D.  Relation  of  psychology  to  music.  Rock  Island, 
111. , The  New  Era  Publishing  Company.  1902.  286  p.  12  mo. 

Cutter,  Benjamin.  Harmonic  Analysis;  a course  in  the  analysis  of  the  chords  of  the 
non-harmonic  tones  to  be  found  in  music,  classic  and  modem.  Boston,  Oliver 
Ditson  Company.  1902.  130  p.  12  mo. 

Dickinson,  Edward,  A.  M.  Guide  to  the  study  of  musical  history  and  criticism. 
Oberlin,  Ohio,  Pearce  and  Randolph.  1895.  95  p.  12  mo. 

Elson,  Louis  Charles.  The  national  music  of  America  and  its  sources.  Boston,  Mass., 
L.  C.  Page  & Co.  1900.  326  p.  16  mo. 

Finck,  Henry  T.  Songs  and  song  writers.  New  York,  Charles  Scribner’s  Sons.  1900. 
249  p.  12  mo. 

Goepp,  Philip  H.  Symphonies  and  their  meaning.  2 vols.  Philadelphia,  Pa., 
J.  B.  Lippincott  Company.  1898.  1902.  407  p. , 498  p.  12  mo. 

Goetschins,  Percy,  Mus.  Doc.  Lessons  in  music  form;  a manual  of  analysis  of  all  the 
structural  factors  and  designs  employed  in  musical  composition.  Boston,  Mass., 
Oliver  Ditson  Company.  1904.  146  p.  12  mo. 

Gow,  George  Coleman.  The  structure  of  music;  an  elementary  text-book  on  notation 
and  harmony.  New  York,  G.  Schirmer.  1895.  200  p.  8vo. 

Henderson,  William  James.  The  orchestra  and  orchestral  music.  New  York,  Charles 
Scribner’s  Sons.  1899.  238  p.  12  mo. 

What  is  good  music;  suggestions  to  persons  desiring  to  cultivate  a taste  in 

musical  art.  New  York,  Charles  Scribner’s  Sons.  1898.  205  p.  12  mo. 

Krehbiel,  Henry  Edward.  How  to  listen  to  music;  hints  and  suggestions  to  untaught 
lovers  of  the  art.  New  York,  Charles  Scribner’s  Sons.  1896.  361  p.  12  mo. 


84 


MUSIC  EDUCATION  IN  THE  UNITED  STATES. 


Manchester,  Arthur  L.  Twelve  lessons  in  the  fundamentals  of  voice  production. 

Boston,  Mass.,  Oliver  Ditson  Company.  1907.  92  p.  12  mo. 

Mees,  Arthur.  Choirs  and  choral  music.  New  York,  Charles  Scribner’s  Sons.  1901. 
251  p.  12  mo. 

Merz,  Karl,  Mus.  Doc.  Music  and  culture;  comprising  a number  of  lectures  and 
essays.  Philadelphia,  Pa.,  Theodore  Presser.  1890.  206  p.  8vo. 

Russell,  Louis  Arthur.  The  commonplaces  of  vocal  art;  a plain  statement  of  the 
philosophy  of  singing.  Boston,  Mass.,  Oliver  Ditson  Company.  1907.  74  p. 

12  mo. 

White,  William  Alfred.  Harmony  and  ear  training.  New  York,  Silver,  Burdett  & 
Co.  1907.  207  p.  8 vo. 


SUBJECT  INDEX. 

[Titles  of  chapters  and  subchapters  are  printed  in  italics.] 


Bibliography: 

Works  on  the  history  of  music  in  America,  16. 
Works  on  music  education  by  American  au- 
thors, 83. 

Boston  Academy  of  Music,  13. 

Boston  Conservatory  of  Music,  15. 

Chicago  College  of  Music,  15. 

Cincinnati  Conservatory  of  Music,  15. 

Cleveland  Conservatory  of  Music,  15. 

Colleges  and  Universities: 

Detail  statistical  table,  53. 

Summary  of  statistics  of  music  departments, 
45. 

Colleges  for  women: 

Detail  statistical  table,  60. 

Summary  of  statistics  of  music  depart- 
ments, 46. 

Correlation  of  music  and  nonmusic  courses,  40. 
Courses  of  study  in  music  offered  by  typical  mu- 
sical schools,  21-40. 

Credit  toward  degree  for  music  study  in  universi- 
ties and  colleges,  81. 

Curricula  of  typical  musical  schools,  21-40. 

Dana’s  Musical  Institute,  15. 

Departments  of  music  in  colleges,  etc.,  15. 

Detroit  Conservatory  of  Music,  15. 

Eastern  educational  music  conference,  81. 
Educational  qualifications  of  music  students,  42. 
Entrance  requirements  of  typical  musical  schools, 
29,  35,  39. 

Examinations  for  diplomas  given  by  typical  musi- 
cal schools,  23,  28. 

Handel  and  Haydn  Society  of  Boston,  12. 
Harvard  Musical  Association,  15. 


Harvard  University,  41. 

Historical  development  of  music  study  in  the 
United  States,  11. 

Independent  schools  of  music: 

Detail  statistical  table,  49. 

Summary  table  of  statistics,  44. 

Libraries  and  museums,  43. 

New  England  Conservatory  of  Music,  14,  41. 

New  York  University,  81. 

Normal  schools: 

Detail  statistical  table  of  music  depart- 
ments, 63. 

Summary  of  statistics  of  music  depart- 
ments, 47. 

Oberlin  Conservatory  of  Music,  15. 

Organ,  outline  of  illustrative  courses  of  study,  24 
34,  38. 

Philadelphia  Musical  Academy,  15. 

Pianoforte,  outline  of  illustrative  courses  of  study, 
24,  28,  33,  36. 

Promotion  of  students,  41. 

Receipts  of  music  schools  from  instruction  in  mu- 
sic, 43. 

Schools  and  Conservatories  of  music,  14. 

Singing,  outline  of  illustrative  courses  of  study,  23, 
27,  28, ,34,  37. 

Singing  schools  in  early  days,  12. 

Secondary  schools: 

Detail  statistical  table  of  music  depart- 
ments, 68. 

Summary  of  statistics  of  music  depart- 
ments, 48. 

Violin,  outline  of  illustrative  courses  of  study,  24 
34,  37. 


NAME  INDEX. 

[The  names  given  in  the  statistical  tables  are  excluded.] 


Apthorp,  William  Foster,  83. 
Baker,  B.  B.,  13. 

Bartholomew,  E.  F.,  83. 

Baur,  Miss,  15. 

Brooks,  Henry  Mason,  16. 
Clarke,  Hugh  A.,  16. 

Colburn,  William,  13. 

Cutler,  Benjamin,  83. 
Dickinson,  Edward,  83. 
Eichberg,  Julius,  15. 

Elson,  Louis  Charles,  17,  83. 
Finck,  Henry  T.,  83. 

Goepp,  Philip  H.,  83. 
Goetchins,  Percy,  83. 

Gould,  N.  D.,  12,  13. 

Gow,  George  Coleman,  83. 
Henderson,  William  James,  83. 
Howe,  Granville  L.,  17. 

Jones,  Darius  E.,  13. 

Krehbiel,  Henry  Edward,  83. 


Manchester,  Arthur  L.,  84. 

Mason,  Lowell,  12,  13. 

Mason,  T.  B.,  13. 

Mathews,  W.  S.  B.,  17. 

Mees,  Arthur,  84. 

Merz,  Karl,  84. 

Morse,  Prof.  Edward  S.,  16. 

Paine,  John  K.,  16. 

Parker,  Prof.  F A.,  9. 

Pratt,  Prof.  Waldo  S.,  5,  9. 

Rice,  Fenelon  B.,  16. 

Ritter,  Fr^d^ric  Louis,  15,  16,  17. 
Russell,  Louis  Arthur,  84. 

Ryan,  Thomas,  17. 

Sonneck,  Oscar  George  Theodore,  17. 
Tourgde,  Eben,  14. 

Tuckey,  William,  12. 

Van  Dyke,  J.  C.,  17. 

White,  William  Alfred,  84. 

Ziegfeld,  15. 


o 


85 


‘I 


I 


UNITED  STATES  BUREAU  OF  EDUCATION 


BULLETIN,  1908:  NO.  5 


WHOLE  NUMBER  388 


EDUCATION  IN  FORMOSA 


By  JULEAN  H.  ARNOLD 

AMERICAN  CONSUL 
TAMSUI,  FORMOSA 


WASHINGTON 

GOVERNMENT  PRINTING  OFFICE 
1903 


TABLE  OF  CONTENTS. 


Page. 

Letter  of  Transmittal 5 

Preface 7 

I.  Education  under  the  Dutch  (1624-1661). 

1.  The  Dutch  East  India  Company 9 

2.  Description  of  the  inhabitants  of  South  Formosa 9 

3.  Beginnings  of  Dutcli  missionary  work 11 

v 4.  Schools  for  the  aborigines;  methods  of  instruction 11 

5.  Rules  for  imparting  religious  instruction 12 

6.  Proposed  college  for  training  native  clergy 13 

7.  Results  of  the  labors  of  the  Dutch 14 

II.  Education  under  the  Chinese  (1661-1683  and  1683-1895): 

1.  Koxinga  and  his  successor 15 

2.  Conditions  in  Formosa  when  it  became  a Chinese  possession 15 

3.  Education  of  the  Chinese 16 

(а)  Object  of  education 16 

(б)  System  of  control 17 

(c)  Establishment  of  prefectural  and  district  schools 17 

(d)  The  Imperial  examinations 18 

(e)  Work  of  Governor  Liu  Ming  Chuan 19 

(/)  Private  schools 19 

4.  Schools  for  the  aborigines 21 

(а)  First  attempts 21 

(б)  Schools  established  in  1735 22 

(c)  Educational  work  among  the  tribes  in  the  East  and  South 23 

( d ) Aboriginal  education  under  the  progressive  governor,  Liu  Ming 

Chuan 24 

5.  Summary  of  education  under  the  Chinese 26 

III.  Education  under  the  Japanese  (from  1895) 28 

1.  Status  of  education  in  Japan , 28 

2.  Conditions  in  Formosa 29 

3.  Establishment  of  an  educational  system 29 

4.  Census  returns  having  to  do  with  education 31 

5.  Schools  for  natives  (Chinese) 31 

(a)  Elementary  public  schools 32 

Administration,  establishment,  and  maintenance 32 

Buildings  and  equipments 33 

Teachers 33 

Course  of  study  and  text-books 35 

Pupils 38 

(b)  Secondary  public  schools 41 

The  Language  School 41 

The  Girls’  School 43 

The  Medical  School 44 


3 


4 


TABLE  OF  CONTENTS. 


III.  Education  under  the  Japanese  (from  1895) — Continued. 

5.  Schools  for  natives  (Chinese) — Continued. 

(6)  Secondary  public  schools — Continued.  Page. 

The  Agricultural  School 46 

The  Industrial  Sugar  School 48 

(c)  Private  schools *. 49 

6.  Schools  for  the  Japanese 51 

(а)  Elementary  schools 51 

(б)  Secondary  schools . 53 

The  Middle  School 53 

The  normal  department 57 

The  Girls’  Higher  School 57 

7.  Schools  for  aborigines  57 

8.  Summary,  contrasting  education  under  the  Japanese  with  education 

under  the  Dutch  and  under  the  Chinese 59 

Appendix:  Missionary  schools 65 

(а)  The  Spanish  Mission 65 

(б)  The  English  Presbyterian  Mission 66 

(c)  The  Canadian  Presbyterian  Mission 67 

Index 69 


ILLUSTRATIONS. 


To  face  page. 


Plate  I.  The  Shirin  Public  School , 32 

II.  Class  Room  in  the  Language  School 42 

III.  A Class  in  Physical  Culture 44 

IV.  A Class  in  Reading  in  the  Shirin  Girls’  School 44 

V.  A,  Taihoku  City  Elementary  School  for  Japanese;  B,  Teachers  and 

Pupils  of  a School  for  Aborigines 52 


LETTER  OF  TRANSMITTAL. 


Department  of  the  Interior, 

Bureau  of  Education, 

Washington , June  25,  1908. 

Sir:  The  manuscript  which  I am  transmitting  herewith,  on  Edu- 
cation in  Formosa,  was  prepared  by  Mr.  Julean  H.  Arnold,  American 
consul  at  Tamsui,  Formosa,  and  was  sent  by  him  to  the  Department 
of  State.  Through  the  courtesy  of  the  Smithsonian  Institution,  to 
which  office  the  paper  had  been  transmitted  by  the  Department  of 
State,  I have  secured  it  for  publication  in  the  Bulletin  of  the  Bureau 
of  Education,  and  have  the  honor  to  recommend  that  it  be  published 
as  one  of  the  numbers  of  that  Bulletin  for  the  current  year. 

The  special  interest  attaching  to  this  report  of  Mr.  Arnold’s  arises 
from  th*e  fact  that  the  educational  campaign  of  the  J apanese  Govern- 
ment in  Formosa,  which  he  describes  with  careful  attention  to  essen- 
tial details,  offers  a significant  parallel  to  the  educational  campaign 
which  our  Government  is  conducting,  at  no  great  distance  from 
Formosa  and  under  somewhat  similar  conditions,  in  the  Philippine 
Islands. 

Very  respectfully,  Elmer  Ellsworth  Brown, 

G ommissioner. 

The  Secretary  of  the  Interior. 

5 


PREFACE. 


With  Japan  and  America  entering  the  ranks  of  the  colonizing 
powers,  the  question  of  colonial  education  becomes  particular^  im- 
portant, especially  so  in  view  of  the  fact  that  education  in  both 
Japan  and  America  occupies  a commanding  position.  It  is  rather 
significant  that  the  two  great  Pacific  powers  should  have  become 
colonizing  nations  within  three  years  of  each  other. 

It  is  the  purpose  of  this  monograph  to  set  forth  the  results  of 
Japan’s  efforts  to  establish  an  educational  system  in  Formosa,  her 
first  colonial  possession.  In  order  that  we  may  fully  understand  the 
nature  of  the  problem  with  which  she  has  to  contend,  I have  at- 
tempted to  describe  somewhat  fully  the  work  of  her  predecessors  in 
the  island,  the  Dutch  and  the  Chinese.  Thus  the  monograph  has 
naturally  resolved  itself  into  a history  of  education  in  Formosa. 
While  I have  touched  upon  the  subject  of  education  in  both  China 
and  Japan,  I have  made  no  effort  to  describe  conditions  as  they  ob- 
tain in  those  countries.  For  such  a description  the  reader  is  referred 
to  Mr.  Robert  E.  Lewis’s  admirable  book,  The  Educational  Conquest 
of  the  Far  East. 

For  much  of  my  material  I have  to  acknowledge  my  indebtedness 
to  the  Rev.  William  Campbell’s  work,  entitled  “ Formosa  under  the 
Dutch,”  and  to  the  official  publications  of  the  Formosan  government. 
I am  especially  indebted  to  Mr.  Mochiji,  director  of  education  in 
Formosa,  and  to  Mr.  Ogawa,  his  very  able  assistant,  for  their  extreme 
kindness  in  affording  me  every  possible  opportunity  to  study  condi- 
tions at  first  hand. 

Julean  TI.  Arnold. 

American  Consulate, 

Tamsui  (Daitotei) , Formosa. 


EDUCATION  IN  FORMOSA 


I. — EDUCATION"  UNDER  THE  DUTCH. 

1.  THE  DUTCH  EAST  INDIA  COMPANY. 

To  Holland  the  island  of  Formosa  is  indebted  for  its  first  schools. 
In  the  early  part  of  the  seventeenth  century,  when  the  Dutch  West 
India  Company  was  establishing  trading  posts  and  appropriating  to 
itself  lands  upon  the  American  continent,  the  Dutch  East  India  Com- 
pany, unsuccessful  in  its  efforts  to  drive  the  Portuguese  from  Macao 
or  to  secure  trading  privileges  upon  the  China  coast,  established  itself 
without  opposition  in  the  southern  part  of  Formosa.  This  company 
claimed  the  island  by  virtue  of  an  agreement  with  China  and  pro- 
posed to  make  it  a valuable  trading  post.  Instead  of  laboring  to  gain 
the  friendship  of  twenty-five  or  thirty  thousand  Hakka  Chinese  resi- 
dents in  the  island,  or  that  of  a handful  of  wealthy  Japanese  traders, 
already  there,  they  wisely  courted  the  good  will  of  the  aborigines  who 
owned  the  territory  upon  which  they  settled.  They  began  to  trade 
with  these  natives  and  to  colonize  the  country.  They  soon  discovered 
that  their  influence  with  the  aborigines  could  be  rendered  more  ef- 
fective and  their  trade  relations  extended  by  converting  them  to 
Christianity.  Accordingly,  in  1627  George  Candidius,  under  ap- 
pointment from  the  Dutch  Government,  joined  the  Dutch  Company 
in  south  Formosa  to  engage  in  religious  and  educational  work  among 
the  native  tribes. 


2.  THE  INHABITANTS  OF  SOUTH  FORMOSA. 

In  his  account  of  the  inhabitants,  Candidius  describes  the  natives 
as  a savage  and  barbarous  people,  the  men  tall  and  robust  and  the 
women  short  and  stout.  The  color  of  their  skin  resembled  that  of 
the  East  Indian.  The  men  went  about  in  the  summer  naked,  while 
the  women,  upon  certain  occasions,  exhibited  no  shame  in  going  about 
in  a similar  state.  Different  villages  often  spoke  different  dialects  and 
were  at  continual  warfare  one  with  another.  The  people  were  as  a 
rule  peacefully  disposed  toward  foreigners  and  often  very  hospitable. 
They  showed  no  desire  to  cultivate  their  fields  further  than  was  neces- 
48813—08 2 9 


10 


EDUCATION  IN  FORMOSA. 


sary  to  gain  a meager  subsistence,  although  their  lands  were  ex- 
tremely fertile.  The  women  did  most  of  the  farming,  while  the 
younger  men  seldom  or  never  engaged  in  tilling  the  soil,  their  only 
work  consisting  in  hunting  and  fishing.  The  older  men  worked  in 
the  fields,  but  not  in  the  same  fields  with  their  wives,  until  after  their 
fiftieth  year,  nor  did  they  live  with  their  wives  after  having  attained 
that  age.  Adult  males,  until  their  fiftieth  year,  lived  in  villages, 
separate  from  the  women,  stealing  over  at  night  to  visit  their  wives. 
Although  a woman  married  young,  yet  it  was  considered  a sin  for  her 
to  give  birth  to  a child  before  her  37th  year. 

The  men  married  after  attaining  the  age  of  21,  and  as  a rule 
married  but  one  wife,  although  fornication  and  adultery  were  not 
considered  sins.  According  to  Candidius,  a village  had  no  head- 
man or  chief,  but  was  ruled  by  a set  of  12  councilors,  chosen  from 
among  the  male  members  of  the  tribe  of  upward  of  40  years  of  age. 
Contemporaneous  records,  however,  point  to  the  fact  that  custom  in 
the  different  villages  varied  in  this  particular,  for  instances  are  cited 
in  which  villages  had  their  chiefs  and  headmen.  The  councilors 
wTere  in  reality  little  more  than  police  officers,  their  duties  consisting 
in  seeing  that  the  customs  and  ceremonies  of  the  village  were  prop- 
erly observed  and  that  the  commands  of  the  priestesses  were  respected. 
Theft,  murder,  manslaughter,  and  adultery  were  not  punishable  by 
law,  but  custom  decreed  that  the  offended  party  or  his  relatives  might 
seek  personal  revenge  by  taking  possession  of  certain  property  of  the 
offender  in  retribution.  For  instance,  should  a man  have  discovered 
another  in  adultery  with  his  wife,  he  was  entitled  to  take  from  the 
offender  two  or  three  pigs. 

Candidius  further  states  that,  although  these  aborigines  were  un- 
able to  read  or  write,  yet  they  had  a form  of  religion  which  had  been 
handed  down  through  successive  generations.  They  acknowledged 
many  gods,  among  which  were  two  principal  ones.  Priestesses  acted 
as  interpreters  for  their  gods  and  performed  the  sacrificial  rites. 
These  priestesses  also  assisted  in  the  burial  ceremonies,  which  were 
very  elaborate  and  which  lasted  many  days.  The  bodies  of  the  de- 
parted were  submitted  to  a slow  process  of  toasting  for  a period  of 
nine  days,  during  which  time  the  relatives  indulged  in  much  feasting. 
After  three  years  the  skeletons  were  buried.  According  to  common 
belief,  the  soul  after  death  met  with  either  punishment  or  reward. 

In  warfare  these  natives  were  treacherous  and  cruel.  Their  weap- 
ons consisted  of  swords,  spears,  and  shields.  They  avoided  open  war- 
fare, preferring  to  secure  by  stealth  or  cunning  as  many  of  the  heads 
of  the  enemy  as  possible.  The  securing  of  a head  was  an  occasion 
for  great  rejoicing,  and  after  the  flesh  was  boiled  off  the  skull  was 
preserved  as  a trophy.  Although  the  member  of  the  tribe  who  could 
display  the  greatest  number  of  these  trophies  was  held  in  high  esteem 


EDUCATION  UNDER  THE  DUTCH. 


11 


by  his  fellow-tribesmen,  yet  the  only  mark  of  respect  recognized  by 
all  was  that  to  which  one  was  entitled  by  virtue  of  seniority. 

These  tribes  were,  according  to  most  writers,  of  Malay  type,  and 
undoubtedly  related  to  tribes  inhabiting  the  Philippines.  The  Dutch 
describe  them  as  being  superior  to  the  Chinese  with  whom  they  came 
into  contact,  but  these  opinions  were,  without  doubt,  influenced  by  a 
prejudice  against  the  Chinese  resident  in  the  island. 

3.  BEGINNINGS  OF  DUTCH  MISSIONARY  WORK. 

After  Candidius  had  learned  the  language  of  the  natives,  he  ap- 
plied himself  assiduously  to  the  task  of  bringing  them  into  touch 
with  the  doctrines  of  Christianity.  Meanwhile  helpers  were  sent 
from  Holland  to  assist  in  the  missionary  work.  All  educational  work 
undertaken  by  the  Dutch  in  Formosa  was  done  in  the  interests  of 
the  Dutch  church.  Instruction  was  based  upon  the  catechism,  the 
Lord’s  prayer,  and  certain  sermons.  As  the  natives  were  divided 
into  many  tribes*  no  two  under  the  same  chief  or  headman,  and  as 
they  had  no  literature  or  teachers  to  propagate  their  creeds,  it  was 
deemed  a comparatively  easy  matter  to  replace  their  religion  by  that 
of  Christianity.  Naturally  schools  became  a necessity,  in  order  that 
the  people  might  learn  to  read  and  write  their  own  language,  that  it 
might  serve  as  a medium  for  the  propagation  of  the  tenets  of  the 
Christian  faith. 

4.  SCHOOLS  FOR  THE  ABORIGINES  ; METHODS  OF  INSTRUCTION. 

It  is  recorded  that  a school  of  70  boys  was  opened  in  the  year  1635 
under  a Dutch  instructor  who  endeavored  to  teach  the  natives  to  read 
and  write  their  own  language  in  roman  letters.  By  the  year  1645 
there  were  schools  established  in  seven  or  eight  different  villages. 
About  600  boys  and  girls  were  in  attendance  in  these  schools,  com- 
mitting to  memory  a prescribed  catechism,  the  Lord's  prayer,  and 
other  religious  texts.  It  appears  that  but  few  were  taught  to  write, 
for  in  a school  of  80  pupils  only  17  were  being  taught  to  write,  in 
order  that  they  might  be  trained  as  native  teachers.  Attendance  in 
the  schools  was  compulsory,  although  this  was  contrary  to  the  wishes 
of  the  parents,  who  preferred  that  their  children  be  permitted  to 
work  in  the  fields.  For  this  reason  it  was  often  necessary  to  distrib- 
ute food  and  clothing  among  the  pupils,  in  order  to  compensate  for 
their  attendance  at  school.  During  one  year  471  garments  and  about 
385,000  pounds  of  rice  were  distributed  among  500  pupils.  The 
Dutch  teachers  complained  that  the  use  of  the  ferule  only  tended  to 
encourage  the  pupils  to  run  away  from  school;  in  fact,  in  the  Rev. 
M.  Junius’s  recommendation  that  a number  of  native  students  be  sent 
to  Holland  for  training  as  clergymen,  one  of  the  reasons  he  assigned 


12 


EDUCATION  IN  FORMOSA. 


was  that  it  was  difficult  to  keep  the  pupils  in  the  schools  sufficiently 
long  to  make  them  of  any  value  to  the  church,  while  in  Holland  they 
might  be  chastised  without  fear  of  their  running  away.  Besides  the 
subjects  above  mentioned,  pupils  were  also  instructed  in  singing. 
Schools  for  adult  instruction  were  maintained,  and  attendance  at 
church  was  made  compulsory.  The  Sabbath  was  observed  with 
strictness.  All  instruction  was  carried  on  in  the  native  dialect, 
although  it  was  proposed  from  time  to  time  to  introduce  the  Dutch 
language  into  the  schools. 

The  school-teachers  were  for  the  most  part  Dutch  ex-soldiers,  who 
after  teaching  for  a short  period  were  elevated  to  the  position  and 
rank  of  schoolmaster.  It  appears  that  a mistake  was  made  in  elevat- 
ing these  soldiers  to  such  positions,  for  the  Formosa  Consistory  itself 
admitted  that  little  confidence  could  be  reposed  in  the  Dutch  school- 
masters. In  the  council  for  Formosa’s  report  to  the  president  and 
councilors  of  the  government  of  India,  in  October,  1645,  it  was  stated 
in  criticism  of  the  conduct  of  the  ex-soldier  schoolmasters  that  “ the 
greater  number  were  guilty  of  drunkenness,  fornication,  and  adul- 
tery; in  fact,  led  most  scandalous  lives,  so  much  so  that  hardly  a 
fourth  came  up  to  our  expectations.”  By  1644  there  Were  50  trained 
native  school-teachers,  who  received  from  the  treasury  of  the  com- 
pany 1 real  each  a month,  in  addition  to  rations  of  rice  which  the  vil- 
lagers were  in  duty  bound  to  contribute.  It  is  said  that  the  majority 
of  these  were  able  to  read  and  write.  In  1645  it  was  deemed  wise  to 
decrease  the  number  of  native  schoolmasters  to  IT,  and  to  advance 
their  pay  fourfold,  in  order  that  they  might  be  free  to  give  all  of 
their  time  to  their  work,  instead  of  being  obliged  to  devote  a portion 
of  it  to  work  in  the  fields. 

5.  RULES  FOR  IMPARTING  RELIGIOUS  INSTRUCTION. 

Up  to  1651  the  clergy  and  judiciary  were  linked  together,  the 
latter  being  subservient  to  the  former.  By  order  of  the  governor- 
general  and  councilors  in  1651  the  clergymen  were  discharged  of  all 
civil  and  judicial  services,  in  order  that  they  might  devote  them- 
selves more  uninterruptedly  to  the  conversion  of  the  heathen ; but  the 
schoolmasters  still  remained  under  tlio,  direct  control  of  the  clergy 
and  beyond  the  jurisdiction  of  the  judicial  functionaries,  which  fact 
led  to  considerable  friction  between  the  civil  and  ecclesiastical 
authorities,  the  former  contending  that  a bad  schoolmaster  often 
found  shelter  and  protection  under  the  wings  of  the  clergy,  thus 
evading  punishment.  In  the  year  1657,  by  recommendation  of  the 
consistory  of  Batavia,  the  consistory  in  Formosa  drew  up  a set  of 
rules  intended  to  establish  a more  concise  and  more  uniform  method 
of  imparting  religious  instruction.  These  rules  were  as  follows: 

First.  That  in  the  school  for  adults  and  young  people  the  following  only  need 
be  learned  by  heart,  namely,  the  two  well-known  catechisms,  the  smaller  con- 


EDUCATION  UNDER  THE  DUTCH. 


18 


tabling  tliirty-nine  and  the  larger  sixty-nine  questions  and  answers;  the  Lord’s 
Prayer ; the  Creed ; the  Ten  Commandments ; the  prayers  to  be  used  before  and 
after  meals,  as  also  the  morning  and  evening  prayers.  In  connection  with  this 
it  should  he  observed  that  in  no  case  whatsoever  shall  anyone  be  obliged  to 
learn  both  catechisms  by  heart,  but  only  one;  adults  the  lesser  one,  as  they 
know  it  only ; and  the  younger  natives  the  larger  catechism,  as  they  till  now 
have  learned  from  it  and  have  already  committed  the  greater  part  of  it  to 
memory. 

Secondly.  That  no  scholar  shall  be  obliged  to  learn  more  than  the  things 
which  have  just  been  mentioned,  and  that  none  of  them  need  be  burdened  with 
any  explanations  or  expositions  in  connection  with  the  larger  or  the  lesser 
catechism,  except  it  be  out  of  school  hours. 

Thirdly.  That  all  clergymen,  catechists,  and  schoolmasters  shall  do  what 
they  can  to  promote  the  knowledge  of  saving  truth  by  giving  proper  instruction 
from  the  catechism  both  to  old  and  to  young,  not  only  in  the  churches  and 
schools,  but  also  in  the  dwellings  of  the  natives. 

6.  PROPOSED  COLLEGE  FOR  TRAINING  NATIVE  CLERGY. 

During  the  same  year  it  was  also  proposed  to  establish  a college 
for  the  training  of  a select  number  of  native  clergymen.  In  pro- 
posing a site  for  the  building,  one  of  the  important  considerations 
appears  to  have  been  the  selecting  a place  hedged  in  by  the  junc- 
tion of  two  rivers  of  “ rapid  current  and  great  depth,”  in  order  that 
these  might  act  as  a barrier  to  prevent  the  escape  of  the  students. 
It  was  intended  to  select  the  thirty  prospective  students  from  as 
many  of  the  different  villages  as  possible.  It  was  desirable  that  they 
should  be  of  good  character,  and  possess  good  memories  and  quick- 
ness of  apprehension ; be  between  10  and  14  years  of  age,  well 
acquainted  with  reading  and  writing,  and  preferably  from  among 
the  children  of  the  poor.  As  to  the  plan  of  instruction,  it  was  pro- 
posed that  they  be  taught  in  the  Formosan  language  in  the  morning 
and  in  the  Dutch  language  in  the  afternoon.  For  the  Dutch  language 
a book  written  by  Comenius,  called  the  “ Door  or  Portal  to  Language,” 
was  recommended.  As  to  the  internal  management  of  the  seminary, 
the  following  rules  were  proposed  by  the  consistory: 

1.  That  the  subdirector  shall  have  all  the  young  people  up  in  the  morning 
before  sunrise;  see  that  they  properly  dress,  wash,  and  comb  themselves,  and 
then  arrange  for  morning  prayers  being  read,  all  present  reverently  kneeling. 

2.  That  before  and  after  the  usual  lesson  prayers  shall  be  said  or  read. 

3.  That  at  meals — breakfast,  dinner,  and  supper — a blessing  shall  first  be 
asked  and  afterwards  thanks  returned. 

4.  That  while  dinner  and  supper  are  being  partaken  of  a chapter  from  the 
Bible  shall  be  read  aloud. 

5.  That  the  young  people  in  rotation  shall  read  a chapter  during  dinner  and 
supper,  and  observe  the  same  order  with  the  prayers  before  and  after  meals  and 
lessons. 

6.  That  no  young  person  shall  be  allowed  to  leave  the  seminary  without  the 
special  permission  of  the  director. 

7.  That  the  subdirector  shall  not  be  allowed  to  give  more  than  a blow  with 
the  ferule  by  way  of  punishment  in  case  of  misbehavior. 


14 


EDUCATION  IN  FORMOSA. 


8.  That  the  young  people  who  remain  out  longer  than  the  time  permitted 
shall  be  punished  as  the  director  thinks  fit. 

9.  That  every  day  two  monitors  shall  be  appointed  from  among  the  young 
people  by  turn,  whose  duty  it  will  be  to  note  those  who  speak  any  other  language 
than  Dutch  during  college  time,  or  who  do  not  behave  properly,  and  report 
their  names  to  fhe  subdirector. 

10.  That  the  subdirector  shall  take  special  care  in  having  the  clothes  of  the 
children  kept  neat  and  clean,  the  building  itself  properly  cleansed,  and  all 
things  looked  after  that  may  tend  to  the  advantage  and  well-being  of  the  insti- 
tution and  its  inmates. 

Although  this  institution  never  became  a reality,  owing  to  the 
impending  conflict  with  the  Chinese,  yet  these  proposed  regulations 
serve  to  show  the  Dutch  methods  of  dealing  with  the  native  pupils 
after  thirty  years  of  experience. 

Although  thousands  did  “ give  their  names  to  Christ,”  and  hun- 
dreds were  enrolled  in  the  schools  as  a result  of  the  labors  of  the 
Dutch  missionaries  and  teachers,  yet  it  appears  that  but  few  under- 
stood the  meaning  of  the  religious  formulae  which  they  had  com- 
mitted to  memory,  and  that  the  number  who  had  remained  in  school 
sufficiently  long  to  learn  to  write  was  comparatively  small.  The 
remarkably  large  attendance  at  both  church  and  school  was  in  re- 
sponse to  aggressive  methods  and  was  undoubtedly  inspired  by  fear 
of  the  Dutch  authorities.  But  in  the  light  of  that  day,  the  methods 
of  the  Dutch  wTere  not  unusually  severe. 

T.  RESULTS  OF  THE  LABORS  OF  THE  DUTCH. 

As  for  results,  one  must  be  impressed  by  the  extent  of  the  achieve- 
ments of  these  missionaries,  especially  when  one  considers  the  diffi- 
culties under  which  they  labored.  They  were  obliged  to  conquer  a half 
dozen  different  Malay-Polynesian  dialects.  They  were  not  free  to  give 
their  entire  attention  to  ecclesiastical  and  educational  work,  for  they 
had  come  out  primarily  to  serve  the  Dutch  East  India  Company.  This 
company,  owing  to  lack  of  funds  and  scarcity  of  men,  pressed  them 
into  service  in  civil  and  judicial  capacities  in  addition  to  their  other 
duties.  As  soon  as  the  Dutch  missionaries  and  teachers  had  learned 
the  language  and  customs  of  the  natives,  they  became  especially  use- 
ful to  the  company  as  collectors  of  taxes,  interpreters,  judicial  func- 
tionaries, and  even  as  tradesmen.  Furthermore,  they  were  obliged 
to  serve  as  pastors  to  the  Dutch  colony.  It  appears  that  the  Dutch 
comj^any  spent  something  like  20,000  guilders  a year  on  missionary 
and  educational  work,  and  as  they  zealously  guarded  their  own  inter- 
ests, they  made  religion  and  trade  go  hand  in  hand,  the  one  serving 
the  other.  Furthermore,  the  clergy  were  often  at  the  mercy  of  the 
caprices  of  the  civil  authorities,  for  the  proposals  of  the  consistory 
were  subject  to  rejection  by  the  Formosan  council.  There  were  also 
external  causes  which  tended  to  interfere  with  the  labors  of  the  mis- 


EDUCATION  UNDER  THE  CHINESE. 


15 


sionaries,  principal  among  which  was  the  opposition  offered  by  the 
Japanese  resident  in  the  island. 

In  spite  of  these  difficulties  and  in  spite  of  their  own  shortcomings, 
their  thirty-five  years’  labors  among  the  natives  had  a beneficent 
effect.  They  found  the  people  ignorant  of  letters  and  addicted  to 
many  evil  practices,  and  the}'  left  them  a written  language  and  im- 
proved social  customs.  But  the  rapid  influx  of  Chinese  into  the 
island,  following  the  departure  of  the  Dutch,  gradually  obliterated 
many  of  the  good  effects  of  the  Dutch  influence.  According  to  Rev. 
William  Campbell,  one  of  the  leading  present-day  authorities  upon 
matters  pertaining  to  the  descendants  of  these  tribes,  the  practice  of 
abortion  appears  to  have  died  out  entirely.  “As  to  religion,  indica- 
tions were  found  among  several  tribes  of  a belief  in  evil  spirits,  and 
in  one  supreme  spiritual  father,  but  no  stated  rites  seem  to  be  ob- 
served.” The  Reverend  Campbell  further  states  that  about  twenty- 
five  years  ago  he  was  told  by  a Chinese  friend  in  Ivagi  city  of  an 
aboriginal  tribe  in  the  east  which  practiced  a kind  of  baptism  of 
infant  children,  and  the  report  appeared  to  him  so  trustworthy  and 
circumstantial  that  he  Avas  led  to  conclude  that  this  must  be  some 
genuine  survival  of  the  missionary  work  of  tAvo  hundred  and  tAventy 
years  ago.  Of  equal  interest  is  the  fact,  as  cited  by  the  same  author- 
ity, that  numerous  manuscripts  in  romanized  Formosan  lately  found 
in  the  island  are  dated  about  the  beginning  of  the  nineteenth  century, 
thus  proving  that  the  art  of  reading  and  writing  Avas  handed  doAvn 
through  successh'e  generations  by  the  people  themselves.  Mr.  OgaAva, 
acting  superintendent  of  education  for  Formosa,  states  that  there 
exist  to-day  descendants  of  these  tribes  Avho  still  employ  the  roman 
characters  in  writing. 


II. — EDUCATION  UNDER  TIIE  CHINESE. 

1.  KOXINGA  AND  HIS  SUCCESSOR. 

With  the  downfall  of  the  Ming  dynasty  in  China,  a large  influx  of 
Ming  loyalists  into  Formosa  made  possible  the  passing  of  the  island 
into  the  hands  of  the  famous  Chinese  pirate  chieftain,  Ivoxinga,  avIio 
had  scarcely  established  himself  as  ruler  of  Formosa  when  he  died. 
It  is  recorded  of  Cheng  Cning,  his  son  and  successor,  that  he  ordered 
schools  to  be  established  in  every  district  throughout  the  island. 
Examinations  for  civil  positions  Avere  part  of  Cheng  Ching's  educa- 
tional programme.  As  he  ruled  for  but  a feAV  years,  it  is  not  to  be 
supposed  that  his  educational  measures  were  effectAely  carried  out. 

2.  CONDITIONS  IN  FORMOSA  AVHEN  IT  BECAME  A CHINESE  POSSESSION. 

When  in  1683  China  took  possession  of  Formosa,  instead  of  setting 
up  a colonial  government  she  made  it  an  integral  part  of  the  Chinese 


16 


EDUCATION  IN  FORMOSA. 


Empire,  and  for  upward  of  two  centuries  governed  it  as  a prefecture 
of  Fukien  Province.  The  influx  of  Chinese  into  the  island  was  so 
rapid  that  by  the  middle  of  the  eighteenth  century  the  Chinese 
population  was  estimated  at  more  than  1,500,000.  This  population 
was  made  up  of  discordant  elements.  The  first  Chinese  to  settle  in 
the  island  were  the  Hakkas,  a courageous  and  industrious  people. 
They  were  treated  in  China  as  barbarians,  hence  a number  of  them 
had  sought  refuge  in  Formosa  before  the  Dutch  came  to  the  island. 
The  Fukienese  Chinese,  who  since  the  beginning  of  the  eighteenth 
century  had  made  up  the  bulk  of  the  island’s  Chinese  population, 
were  never  peacefully  disposed  toward  the  Hakkas.  The  so-called 
Ming  loyalists,  whom  the  establishment  of  the  Manchu  dynasty  had 
driven  from  the  coast  of  South  China  to  Formosa,  never  seemed  to 
miss  an  opportunity  to  assist  in  setting  up  an  independent  govern- 
ment in  the  island.  Bands  of  brigands  and  pirates  infested  the 
country  during  the  whole  of  the  Chinese  regime.  The  official  classes 
in  the  coast  towns  of  China  found  Formosa  a splendid  dumping 
ground  for  undesirables.  The  savage  tribes  inhabiting  more  than 
one-half  of  the  island  had  always  to  be  taken  into  account.  Some  of 
the  peaceful  lowland  tribes,  including  a number  of  those  who  had 
come  under  the  influence  of  the  Dutch,  were  gradually  absorbed  by 
the  Chinese  and  adopted  Chinese  customs.  But  the  greater  portion 
of  the  savage  population  never,  during  the  whole  of  the  Chinese 
occupation,  relinquished  control  of  the  entire  eastern  half  of  the 
island,  where  they  remained  a constant  menace  to  the  peaceful  ex- 
ploitation of  the  lands  in  proximity  to  their  territory.  That  the 
Chinese  rule  had  not  succeeded  in  reconciling  these  discordant  ele- 
ments or  in  putting  down  brigandage  or  piracy,  is  evidenced  by  an 
almost  unbroken  series  of  insurrections,  rebellions,  interclan  feuds, 
and  depredations  of  bands  of  brigands  and  pirates  during  the  whole 
of  the  Chinese  regime. 

In  the  face  of  these  disturbing  elements  it  is  not  to  be  expected  that 
much  was  done  in  the  way  of  establishing  schools  and  affording  the 
masses  opportunities  for  education.  In  fact,  up  to  the  time  that 
Formosa  was  made  a separate  province  and  placed  under  the  rule  of 
the  progressive  governor,  Liu  Ming  Chuan,  in  1885,  the  educational 
administration  on  the  island,  as  well  as  the  general  civil  administra- 
tion, was  indeed  lax. 

The  educational  problem  with  which  the  Chinese  administration 
had  to  contend  naturally  divides  itself  under  two  heads,  namely, 
(1)  education  of  the  Chinese,  and  (2)  education  of  the  aborigines. 

3.  EDUCATION  OF  THE  CHINESE. 

(a)  OBJECT  OF  EDUCATION. 

The  object  of  education  in  Formosa,  as  in  China,  was  to  prepare 
candidates  for  imperial  examinations.  As  these  examinations  always 


EDUCATION  UNDER  THE  CHINESE. 


17 


presupposed  a knowledge  of  the  Chinese  classics  and  Chinese  ancient 
history,  the  government  and  private  schools  shaped  their  courses 
accordingly. 

(&)  SYSTEM  OF  CONTROL. 

The  Chinese  system  placed  education  under  the  control  of  the 
provincial  authorities.  In  making  Formosa  a prefecture  of  Fukien 
Province  the  question  of  furnishing  educational  facilities  to  the 
Chinese  was  greatly  simplified.  Local  conditions  naturally  made  cer- 
tain departures  from  the  regular  system  obtaining  in  Fukien  Province 
proper  inevitable.  Being  divided  from  the  mainland  by  an  inter- 
vening channel  100  to  200  miles  in  width,  it  was  found  to  be  incon- 
venient to  place  the  control  of  educational  matters  in  the  island  with 
the  governor  of  Fukien,  who  was  ex  officio  director  of  education  for 
his  province.  At  first  the  taotai  of  Amoy  was  made  ex  officio  di- 
rector of  education.  In  1728  the  inspector  of  the  administration  of 
the  island  of  Formosa  added  to  his  other  duties  that  of  director  of 
education,  but  in  1752  the  office  passed  to  the  control  of  the  taotai 
of  Tainan  (Formosa).  In  1875  the  governor  of- Fukien  established 
the  custom  of  spending  a portion  of  the  spring  and  autumn  of  each 
year  in  the  island,  and  from  that  time  the  duties  of  director  of  educa- 
tion devolved  upon  him. 

The  system  of  government  education,  if  it  might  be  called  a system, 
included  prefectural,  district,  and  elementary  schools.  In  propor- 
tion to  the  population  these  were  few  indeed,  and  the  greater  portion 
of  the  work  done  remained  for  the  private  school.  The  efficiency  of 
the  system,  judged  from  a Chinese  view  point,  depended  upon  the 
character  of  the  local  administration.  The  history  of  the  island,  while 
a prefecture  of  Fukien  Province,  shows  little  evidence  of  enlightened 
and  public-spirited  service  on  the  part  of  the  local  officials. 

(C)  ESTABLISHMENT  OF  PREFECTURAL  AND  DISTRICT  SCHOOLS.0 

In  1686  the  Taiwan-fu  Prefectural  School,  afterwards  known  as 
the  “Head  School  of  Formosa,”  was  opened,  the  governor  having 
repaired  for  that  purpose  the  old  district  school  established  by  Cheng 
Ching.  This  building  was  in  reality  a Confucian  temple,  with  two 
rooms  set  aside  for  school  purposes.  The  number  of  students  was 
limited  to  20,  and  the  teacher’s  salary  fixed  at  45  taels  per  year. 
About  the  same  time  there  were  established  two  district  schools,  one 
in  the  city  of  Tainan  and  the  other  at  Kyuzo  (about  8 miles  north- 
west of  the  present  Hozan).  The  number  of  students  allowed  in  these 
two  schools  was  10  and  15,  respectively.  The  prefectural  and  district 

® For  a detailed  list  of  schools  established  during  the  Chinese  regime,  see  Table  1,  page 
27.  We  are  not  to  suppose  that  all  of  the  schools  enumerated  in. this  list  were  maintained 
until  the  coming  of  the  Japanese,  for  local  disturbances  were  of  too  frequent  occurrence  to 
make  such  probable. 

48813—08 3 


18 


EDUCATION  IN  FORMOSA. 


schools  were  supported  by  the  house  tax  and  by  revenues  from  ad- 
joining lands  belonging  to  the  schools.  Repairs  and  building  im- 
provements were  met  from  time  to  time  by  subscriptions  from  official 
and  private  sources. 

The  duties  of  the  teachers  were  described  as  follows: 

1.  To  have  control  of  the  Temple  of  Sages  connected  with  the 
school. 

2.  Instruction,  examination,  and  promotion  of  pupils. 

3.  Inspection  of  private  schools. 

In  1725,  after  a severe  rebellion  had  been  put  down,  Governor  Lu 
Chow  issued  a proclamation  recommending  the  establishment  of  free 
schools  throughout  the  island,  contending  that  they  would  be  of 
great  assistance  in  teaching  the  people  obedience  and  in  exerting  a 
beneficent  influence  in  checking  tendencies  to  rebellion.  Although  no 
substantial  improvement  resulted  from  the  governor’s  well-inten- 
tioned proclamation,  yet  its  issuance  shows  a recognition  of  the  pos- 
sibilities of  a general  education. 

( d ) THE  IMPERIAL  EXAMINATIONS. 

Probably  a still  better  token  of  the  recognition  of  the  efficacy  of 
learning  is  shown  in  the  attitude  of  the  authorities  in  securing  for 
the  island  proper  recognition  in  the  imperial  examinations.  As  a 
prefecture  of  Fukien  Province,  Formosa  was  entitled  to  the  pre- 
liminary examination  which  was  held  by  the  provincial  literary 
chancellor  once  each  year.  The  successful  candidates  were  entitled 
to  appear  for  the  triennial  examination  at  the  provincial  capital, 
Foochow,  where,  owing  to  the  fact  that  but  a limited  number  of 
degrees  were  to  be  conferred,  the  few  candidates  from  Formosa  stood 
a very  poor  chance  among  the  vast  number  from  all  over  Fukien 
Province  proper.  In  1688  the  commander,  of  the  army  in  Formosa, 
by  representations  to  the  Throne,  secured  for  the  island  the  opening 
of  a special  list  of  candidates,  whereby  one  degree  was  allowed,  but 
in  1692  this  special  favor  was  withdrawn.  In  1730,  as  a result  of 
representations  from  the  inspection  of  education,  an  imperial  decree 
provided  a special  list  of  candidates  for  the  island  and  one  degree. 
Six  years  later  the  number  was  increased  to  two.  In  1808  the  Em- 
peror Chia  Cheng  conferred  upon  the  residents  of  Formosa  a special 
favor  by  extending  the  number  of  degrees  to  three.  This  favor  was 
the  result  of  overtures  made  by  the  governor  after  a tour  of  inspec- 
tion throughout  the  island,  in  which  he  represented  that  it  was  due  to 
the  patriotic  motives  of  the  rich  residents  of  the  plains  that  a volun- 
teer force  was  raised  in  Formosa  capable  of  putting  down  the  pirat- 
ical bands  which  up  to  that  time  had  ravaged  the  coast  towns.  In  all 
probability  the  rich  merchants  were  inspired  by  motives  of  self-pro- 
tection rather  than  patriotism ; but  this  was  an  easy  method  of  re- 


EDUCATION  UNDER  THE  CHINESE. 


19 


warding  them  for  their  services,  as  the  favored  sons  of  these  rich 
residents  might  thus  rise  to  positions  of  influence  and  power.  In 
1829  the  Emperor  Tao  Kuang,  upon  a similar  pretext,  increased  the 
the  number  of  degrees  to  four.  Between  the  years  1874  and  1894 
nine  Formosan  students  received  the  third  degree  in  the  imperial 
examinations  in  Peking. 

The  Emperor  Tao  Kuang  had  undoubtedly  been  greatly  impressed 
by  the  lawlessness  existing  in  Formosa,  for  during  his  reign  he 
ordered  that  the  Sacred  Edict  (the  sixteen  moral  maxims  of  the  Em- 
peror Kang  Hsi)  be  read  upon  the  1st  and  15th  days  of  each  month 
throughout  the  towns  and  the  country  districts  of  the  island,  instead 
of  being  read  simply  in  the  larger  cities,  as  formerly  obtained.  He 
hoped  thereby  to  instill  in  the  minds  of  the  inhabitants  obedience  and 
reverence  for  learning. 

It  was  not  until  the  year  1875  that  China  gave  to  Formosa  any 
serious  consideration.  From  that  time  the  governor  of  Fukien  was 
ordered  to  reside  in  the  island  a certain  portion  of  each  year,  that  he 
might,  render  to  the  island  more  effective  service.  By  1884  matters 
in  Formosa  assumed  sufficient  importance  to  entitle  the  island  to  a 
separate  provincial  administration,  and  upon  Liu  Ming  Chuan  was 
conferred  the  honor  of  being  the  first  governor  of  Formosa. 

(e)  WORK  OF  GOVERNOR  LIU  MING  CHUAN. 

During  the  entire  history  of  the  Chinese  administration  in  For- 
mosa all  that  is  worthy  of  the  name  of  education  was  the  work  of  one 
man,  namely,  the  enlightened  Governor  Liu  Ming  Chuan.  In  1885 
this  progressive  official,  quite  in  advance  of  his  colleagues  in  similar 
posts  in  China,  inaugurated  a system  of  reforms  which  bade  fair  to 
place  Formosa  in  advance  of  China  proper  in  administrative  meas- 
ures. Among  his  reforms  was  the  establishment  in  Taihoku,  the 
capital  city,  of  a school  for  western  learning.  An  Englishman,  a 
Dane,  and  a Chinaman  educated  abroad  were  retained  as  teachers, 
and  modern  educational  methods  substituted  for  the  old  fossilized 
system  of  instruction.  As  the  wholesome  effect  of  the  administration 
of  one  progressive  official  in  China  is  often  obliterated  by  the  reac- 
tionary measures  of  a nonprogressive  successor,  so  in  this  case  the 
good  beginnings  made  by  Governor  Liu  Ming  Chuan  toward  institut- 
ing modern  education  in  Formosa  came  to  naught  through  the  indif- 
ference of  his  successor  a few  years  later. 

(/)  PRIVATE  SCHOOLS. 

As  the  public  and  prefectural  schools  did  very  little  for  education, 
it  was  the  private  school  upon  which  in  Formosa,  as  well  as  in  China 
proper,  education  really  depended.  A glance  at  the  list  of  so-called 
government  schools  (Table  1)  and  their  student  enrollments  will 


20 


EDUCATION  IN  FORMOSA. 


readily  convince  one  that  these  schools  did  not  pretend  to  reach  the 
masses.  Accurate  statistics  as  to  the  number  of  private  schools  and 
the  student  enrollment  in  such  schools  during  any  period  of  the 
Chinese  regime  are  unobtainable.  It  is  to  be  presumed  that  there 
was  in  Formosa  a less  proportionate  number  of  children  receiving 
an  education  than  in  China  proper. 

Private  schools  in  Formosa,  as  in  China,  were  opened  in  the  fol- 
lowing ways:  (1)  Several  families  or  members  of  a community  com- 
bined, rented  quarters,  and  hired  a teacher;  (2)  individuals  or  so- 
cieties, philantliropically  disposed,  hired  a teacher  and  opened  a 
school;  (3)  wealthy  individuals  retained  tutors  for  their  children; 
(4)  a scholar  established  himself  in  a village  and  received  pupils  for 
such  fees  as  their  families  could  afford  to  pay.  The  private  schools 
aimed  either  to  give  a knowledge  of  reading  and  writing  the 
characters  or  to  prepare  pupils  as  candidates  for  the  government 
examinations.  Those  who  attended  for  the  first  purpose  studied  from 
two  to  eight  years,  while  those  who  wrere  destined  to  prepare  for  the 
examinations  remained  in  school  for  upward  of  ten  years.  The 
course  of  study  included  reading  from  the  Chinese  classics  and  the 
Four  Books,  writing  Chinese  characters,  composition,  and  versifica- 
tion. 

The  pupils  had  no  definite  school  hours,  it  being  understood  that 
the  services  of  the  teacher  were  to  be  devoted  to  teaching  from  sun- 
rise until  sunset.  Those  retaining  a teacher  seemed  to  be  bent  upon 
securing  as  much  of  his  time  in  actual  schoolroom  work  as  the  light 
of  day  would  permit,  while  those  sending  children  to  be  instructed 
were  equally  inconsiderate  in  the  demands  made  upon  these  children. 
A pupil’s  daily  schedule  was  something  after  the  following  manner : 

6 to  7 a.  m.  Recitation  (recite  lesson  of  previous  day). 

7 to  8.30.  Breakfast  at  home. 

8.30  to  10.  Read  and  recite  portions  of  classics  wliile  teacher  paraphrases. 

i0  to  12.  Writing. 

12  to  1.30  p.  m.  Luncheon  at  home. 

1.30  to  3.  Writing. 

3 to  4 or  5.  Reading. 

The  more  advanced  pupils  worked  by  themselves,  the  teacher 
acting  merely  as  guide. 

The  ordinary  private  school  provided  for  10  to  20  pupils  and  was 
managed  by  one  teacher.  There  were  no  classes,  each  pupil  constitut- 
ing a class  by  himself.  The  class  room  served  also  as  the  teacher’s 
private  quarters  and  he  was  responsible  for  its  upkeep.  The  room 
was  provided  with  a tablet  to  Confucius  or  an  image  which  was 
placed  at  the  front.  Desks  and  chairs  were  furnished  by  the  pupils, 
who  took  them  away  at  their  departure.  The  private  schools  were 
supported  by  entrance  fees,  tuition  fees,  presents  on  festival  days, 


EDUCATION  UNDER  THE  CHINESE. 


21 


and  presents  in  kind.  The  entrance  fee  ranged  from  5 cents  to  50 
cents  and  was  sent  to  the  teacher  as  a present.  The  tuition  fee  was 
no  fixed  amount,  but  varied  according  to  the  ability  of  the  parents  to 
pay.  This  fee  increased  with  the  number  of  years’  attendance  of  the 
pupil.  Ordinarily  the  fee  was  about  50  cents  a year  for  new  pupils 
and  75  cents  for  more  advanced  students.  The  presents  made  upon 
the  four  festival  occasions  were  about  equal  in  amount  to  the  entrance 
present.  When  the  tuition  fees  were  not  paid  in  full,  it  was  the 
custom  to  make  presents  in  kind,  consisting  of  vegetables,  charcoal, 
peanut  oil,  and  tea.  Thus  the  income  of  the  private  teacher  depended 
upon  the  number  of  his  pupils  and  the  financial  status  of  their 
parents.  This  income  ranged  from  $15  or  $20  to  $100  a year. 

The  greater  portion  of  the  pupils  who  attended  the  private  schools 
dropped  their  schooling  after  two  or  three  years  of  study,  the  parents 
being  contented  if  their  children  had  gained  a superficial  knowledge 
of  the  Chinese  characters,  as  this  was,  in  reality,  rather  serviceable. 
One  of  the  features  of  the  Chinese  school  which  brought  it  into  favor 
with  the  parents  was  the  fact  that  each  pupil  was  a class  unto  him- 
self ; hence  the  parents  were  privileged  to  utilize  the  services  of  their 
children  whenever  they  wished,  as  taking  them  out  of  school  did  not 
interfere  with  the  work  of  the  other  pupils.  In  fact,  so  long  as  the 
teacher  received  the  pupil’s  tuition  fee  he  was  not  particularly  anx- 
ious to  encourage  regular  attendance  at  school. 

It  is  worthy  of  note  here  that  neither  the  public  nor  private  schools 
made  any  provision  for  female  education,  while  the  private  schools 
were  established  only  for  the  Chinese,  the  savages  being  entirely 
dependent  upon  the  government  schools  especially  provided  for  them. 

4.  EDUCATION  OF  THE  ABORIGINES. 

(a)  FIRST  ATTEMPTS. 

A Ming  loyalist,  Chen  Lao  Wen,  came  to  Formosa  in  1662  to  avoid 
living  in  China  under  a Manchu  dynasty.  For  twenty  years  he  lived 
with  the  Mekawan  savage  tribe  and  taught  their  children  to  read  and 
write  Chinese,  also  administering  Chinese  medical  treatment  to  the 
elders  of  the  tribe. 

It  was  not  until  thirty-four  years  later,  1696,  that  the  Chinese 
administration  in  Formosa  took  up  the  work  of  educating  the  sav- 
ages. We  have  already  noted  the  remarkable  work  done  by  the  Dutch 
missionaries  toward  Christianizing  the  aborigines  of  southern  For- 
mosa. Up  to  the  year  1875  the  educational  work  of  the  Chinese 
among  the  savages  was  confined  to  those  tribes  whose  ancestors  had 
been  under  Dutch  influence.  In  1696  there  was  established  in  the 
vicinity  of  Taiwan  City  by  the  Taiwan  prefect  a school  for  savages. 


22 


EDUCATION  IN  FORMOSA. 


There  was  one  teacher  appointed  to  this  school,  and  the  Three  Char- 
acter Classic  and  the  Four  Books  were  introduced  as  text-books. 
The  course  of  study  was  similar  to  that  pursued  in^the  Chinese  pri- 
vate schools — that  is,  reading  and  writing  the  Chinese  characters  was 
the  main  consideration.  Food  and  books  were  supplied  free  to  the 
pupils  to  encourage  their  remaining  in  school,  and  they  were  provided 
with  calendars  that  they  might  become  familiar  with  the  Chinese 
New  Year  and  feast  days.  In  1728  it  was  recorded  that  the  condition 
of  the  savage  children  who  were  brought  under  the  influence  of  this 
school  had  greatly  improved  by  virtue  of  their  Chinese  acquisitions. 

(&)  SCHOOLS  ESTABLISHED  IN  1735. 

It  was  not  until  the  year  1785  that  any  serious  attempts  were 
made  to  educate  any  number  of  savage  children.  In  that  year,  ac- 
cording to  record,  about  50  schools  were  opened  among  tribes  whose 
ancestors  had  a century  before  received  instruction  from  the  Dutch. 
Many  of  the  children,  even  at  that  date,  had  been  taught  by  their 
parents  to  write  their  own  language  in  roman  characters.  These  chil- 
dren naturally  found  it  difficult  to  familiarize  themselves  with  the 
Chinese  characters,  and  often  used  the  roman  letters  to  aid  them  in 
memorizing  the  pronunciation.  The  authorities,  fearing  that  the  use 
of  the  roman  letters  might  militate  against  the  acquirement  of  Chi- 
nese, actually  prohibited  their  use. 

A Chinese  scholar  was  appointed  for  each  of  the  50  schools. 
Trained  teachers  were  unknown  under  the  Chinese  system,  as  it  was 
presumed  that  any  one  with  the  attainments  of  a scholar  was  able  to 
impart  his  knowledge  to  others.  The  course  of  study  prescribed  for 
these  schools  was  quite  similar  to  that  which  obtained  among  the 
Chinese.  The  assistant  teacher  in  the  Taiwan  Prefectural  School 
was  made  inspector  of  savage  schools,  and  it  was  his  duty  to  report 
each  season  upon  the  progress  of  savage  education.  At  the  end  of 
the  year  1736,  this  inspector  reported  that  “ each  savage  child  in  these 
schools  is  able  to  read  the  Four  Books  and  simple  poems  without  any 
provincialisms,  and  their  writing  is  proper.”  This  report  was  un- 
doubtedly too  sweeping  in  its  generalizations,  yet  it  is  evident  that 
the  educational  work  among  the  savage  children  at  that  time  made 
far  more  progress  than  at  any  other  period  during  the  whole  of  the 
Chinese  regime,  with  the  possible  exception  of  that  under  Governor 
Liu  Ming  Chuan,  one  hundred  and  fifty  years  later.  The  remarkable 
progress  of  savage  education  in  the  early  half  of  the  eighteenth  cen- 
tury was  undoubtedly  due  to  the  fact  that  the  savage  tribes  with 
which  the  Chinese  came  into  contact  were  at  that  time  more  peace- 
fully disposed  toward  them  than  at  any  subsequent  period.  The  chil- 
dren had  voluntarily  adopted  the  Chinese  dress  and  wore  the  queue. 


EDUCATION  UNDER  THE  CHINESE. 


23 


Like  many  things  Chinese,  this  educational  work  among  the  savage 
tribes,  so  well  begun  in  1735,  was  destined  through  the  lack  of  proper 
attention  to  deteriorate  and  lapse.  By  1751,  its  efficiency  had  been 
reduced  to  such  an  extent  that  when  the  Kamaran  tribe,  near  Gilan, 
north  Formosa,  came  under  Chinese  influence  that  year,  no  efforts 
were  made  to  establish  schools  among  them.  From  1736  to  1875, 
there  appears  to  have  been  little  or  nothing  done  to  extend  the  educa- 
tion^ the  savage  tribes.  Many  of  the  Pepohuans  (peaceful  savages) 
had,  during  this  time,  through  continuous  intercourse  with  the  Chi- 
nese, gradually  become  “ Chinesed,”  adopting  the  Chinese  dress,  man- 
ners, and  language.  The  savage  schools  in  south  Formosa  lapsed. 

(C)  EDUCATIONAL  WORK  AMONG  THE  TRIBES  IN  THE  EAST  AND  SOUTH. 

In  1875  when  the  opening  up  of  the  southern  and  southeastern  por- 
tions of  Taito  Prefecture  was  undertaken,  a plan  for  the  education 
of  the  savages  of  this  district  was  drawn  up.  A special  text-book, 
Proverbs  for  the  Instruction  of  Savages,  was  compiled,  and,  after 
inspection  by  the  viceroy  of  the  Liang  Min  Provinces  and  the  gov- 
ernor of  Fukien,  adopted.  The  establishment  of  schools  to  carry  out 
this  plan  marks  the  first  attempt  upon  the  part  of  the  Chinese  to 
educate  the  “ untamed  ” tribes.  The  policy  of  the  Chinese  adminis- 
tration up  to  that  time  had  been  to  regard  the  eastern  half  of  the 
island,  the  portion  inhabited  by  the  untamed  savage  tribes,  as  beyond 
the  administrative  area,  and  to  prohibit  their  own  people  from  cross- 
ing the  border  line  separating  the  savage  territory  from  the  rest  of 
the  island.  Taito  Prefecture  extended  along  the  greater  portion  of 
the  east  coast,  and  contained  about  51,000  savages,  or* one-half  of  the 
entire  savage  population.  The  tribes  in  the  southern  and  southeast- 
ern parts  of  the  prefecture  belonged  to  the  nonheadhunter  groups, 
and  thus  were  less  dangerous  than  those  farther  north.  It  was 
planned  to  establish  in  this  district  44  schools  to  afford  proper  facil- 
ities for  the  instruction  of  these  savages,  but  only  7 were  actually 
opened,  1 each  at  Pian,  Baranyosha,  Bakyseki,  Kyaku,  Suibi,  Ba- 
shisho,  and  Karenko.  These  schools  aimed  to  teach  reading  and 
writing.  The  Proverbs  for  the  Instruction  of  Savages  was  adopted 
as  a text-book  for  reading.  After  two  years  of  instruction  the  ma- 
jority of  the  pupils  attending  these  schools  were,  according  to  report, 
able  to  understand  and  speak  Formosan  Chinese.  Owing  to  an  in- 
creasing lack  of  interest  on  the  part  of  both  teachers  and  pupils,  and 
to  a too  frequent  recourse  to  the  infliction  of  corporal  punishment, 
the  attendance  in  these  schools  gradually  dwindled,  and  by  1886  they 
existed  in  name  only. 

In  1876  the  savage  district  in  Koshun,  the  southernmost  district  in 
the  island,  was  opened,  and  Chinese  were  induced  by  grants  of  funds 


24 


EDUCATION  IN  "FORMOSA. 


to  settle  therein  for  agricultural  purposes.  District  schools  were 
opened  here,  and  for  the  first  time  in  the  history  of  the  island  Chinese 
and  savage  children  were  educated  together.  Schools  were  estab- 
lished as  follows: 


Location  of  school. 

Attendance. 

Chinese. 

Savages. 

Bun  Ri  Ho 

2 

8 

Ko-to-zan 

0 

12 

Sha  Ma  Ri 

9 

7 

Rin  ran 

0 

13 

Korin 

0 

3 

Shijukei : 

0 

7 

Total 

11 

50 

F or  each  savage  child  in  attendance  500  cash  a a month  Were  allowed 
for  food  and  stationery.  The  course  of  study  was  similar  to  that 
prescribed  for  the  Taito  schools,  and  the  final  results  were  also  much 
the  same,  for  by  1891  the  attendance  had  dwindled  to  13. 

(d)  SAVAGE  EDUCATION  UNDER  GOVERNOR  MING  CHUAN. 

In  1886,  shortly  after  Formosa  had  become  a separate  province  of 
the  Chinese  Empire,  the  enlightened  governor,  Liu  Ming  Chuan, 
established  a department  for  the  control  of  the  training  of  savages 
and  the  cultivation  of  their  territory.  Of  particular  interest  is  the 
school  which  this  department  established  among  the  Namakama  tribe 
of  the  Tsou  group  in  Nanto  Prefecture.  This  school  was  located  at 
the  beginning  of  a road  which  had  been  opened  in  this  prefecture, 
through  the  savage  country  to  thp  east  coast,  this  being  the  only  road 
that  was  ever  opened  through  the  savage  territory  in  central  Formosa. 
This  school  was  supposed  to  be  the  forerunner  of  others  to  be  built 
along  the  road  directly  to  the  east  coast,  and  it  was  hoped  by  run- 
ning this  line  of  schools  through  the  heart  of  the  savage  territory 
that  the  tribes  in  that  region  would  gradually  be  brought  under 
Chinese  influence.  The  idea  was  without  doubt  an  excellent  one  and 
worthy  the  progressive  attitude  of  the  enlightened  governor.  But 
Chinese  educational  methods  were  not  adapted  to  an  alien  and  savage 
race,  and  when  the  Cantonese  teacher  in  charge  of  the  school  at- 
tempted to  instill  into  the  minds  of  his  pupils  a respect  for  Chinese 
learning  by  free  use  of  the  rod,  he  soon  found  himself  obliged  to 
resign  because  of  the  nonattendance  of  his  pupils. 

In  the  Gilan  district  (northeast  Formosa)  a number  of  the  Kiloli 
tribe  of  the  Atayal  group  of  head-hunters  were,  in  1889,  induced  by 
the  Chinese  authorities  to  take  up  their  abode  in  the  vicinity  of 
Getsuibi  Hill,  where  opportunities  for  education  and  training  could 
be  accorded  them.  Owing  to  the  prevalence  of  disease  among  this 
tribe  in  their  new  location,  they  became  superstitious  and  returned  to 
their  old  home.  A second  worthy  project  thus  ended  in  failure. 


“ 1 cash=l  to  1.4  mills. 


EDUCATION  UNDER  THE  CHINESE. 


25 


Governor  Liu’s  most  elaborate  scheme  for  the  education  and  civili- 
zation of  the  savages  was  contained  in  a proposition  to  found  in 
Taihoku  City  a school  for  the  instruction  of  the  children  of  the  head 
men  of  the  various  savage  tribes.  It  was  proposed  to  select  the  more 
intelligent  children  of  the  savage  chieftains  and  educate  them  in  the 
Chinese  language  and  in  the  Chinese  manners  and  customs;  in  a word, 
to  mold  them  into  Chinese.  After  having  accomplished  this,  they 
were  to  be  returned  to  their  respective  tribes,  and  in  course  of  time 
succeed  their  fathers  as  head  men,  when  their  influence  would  extend 
throughout  the  tribes  and  result  in  civilizing,  to  some  extent  at  least, 
their  fellow  tribesmen.  This  scheme  also  involved  the  training  of  a 
certain  number  of  savages  as  Chinese  interpreters  to  take  the  places 
of  the  incompetent  Chinese  occupying  those  positions.  Undoubtedly 
the  latter  idea  was  a step  in  the  right  direction,  for  the  Chinese  who 
had  acquired  a sufficient  knowledge  of  the  savage  dialects  to  act  as 
interpreters  were  a notoriously  corrupt  class,  and  used  their  positions 
to  extort  from  the  savages  as  much  as  possible. 

According  to  these  proposals,  a school  was  opened  in  Taihoku  in 
March,  1888,  with  20  pupils  selected  from  among  tTie  sons  of  the 
head  men  of  the  various  tribes  of  the  Atayal  group  in  North  Formosa. 
A year  later  10  more  pupils  were  added  to  this  number.  The  teach- 
ing staff  in  this  school  consisted  of  one  head  teacher,  who  received  a 
salary  of  $15  a month,  and  three  assistants,  each  of  whom  received  $6 
a month.  Added  to  thi£  staff  there  was  one  interpreter.  The  stu- 
dents ranged  from  10  to  IT  years  of  age.  Their  course  of  study  was 
quite  similar  to  that  of  the  ordinary  private  school,  and  included  the 
following  subjects:  Chinese  reading  and  writing;  conversational  les- 
sons in  the  native  dialect,  as  well  as  in  Mandarin,  the  former  in 
order  that  they  might  not  forget  their  own  language;  versification 
and  composition,  for  the  advanced  pupils.  The  books  used  were  the 
Three  Character  Classic,  the  Four  Books,  and  the  Five  Ceremonial 
Books.  The  children  were  all  obliged  to  dress  in  Chinese  clothes, 
wear  Chinese  hats,  shoes,  and  queues,  and  eat  Chinese  food.  It  is 
said  that  they  did  not  take  kindly  to  the  wearing  of  the  queue.  The 
teachers  were  obliged  to  instruct  them  in  Chinese  manners  and  cus- 
toms, and  to  escort  them  every  three  days  on  journeys  about  the  city  in 
order  that  they  might  become  familiar  with  the  habits  and  customs 
of  the  Chinese  people.  The  pupils  were  allowed  4 cents  a day  for 
food  and  5 cents  a month  for  stationery.  Prizes  not  exceeding  in 
amount  15  cents  a month  were  given  for  meritorious  work.  Living 
quarters  were  provided  for  the  pupils  and  a cook  and  coolie  attended 
them.  In  1891  the  first  graduates  were  sent  out  from  the  school. 
During  the  same  year  Governor  Liu  resigned  his  post,  and  his  suc- 
cessor, not  in  sympathy  with  his  progressive  measures,  refused  to 
support  the  school,  and  the  pupils  were  obliged  to  return  to  their  sav- 
age homes,  where  they  discarded  their  Chinese  dress,  queues,  and 
48813—08 4 


26 


EDUCATION  IN  FORMOSA. 


manners,  and  proceeded  promptly  to  forget  all  that  had  been  taught 
them. 

Although  Governor  Liu  s experiment  in  winning  the  savage  tribes 
to  Chinese  influence  deserves  naught  but  words  of  praise  for  the 
spirit  in  which  it  was  undertaken  and  for  the  thorough  manner  in 
which  it  was  carried  out,  especially  when  we  contrast  this  work  with 
the  shabby  attempts  of  his  predecessors  toward  bringing  a savage 
population  under  Chinese  control,  yet  it  must  be  conceded  that  he 
was  making  a dreadful  mistake  in  presuming  to  saddle  upon  these' 
savage  children  an  education  and  training  which  was  out  of  all  har- 
mony with  their  native  surroundings  and  could  scarcely  have  had  any 
other  effect  than  to  alienate  them  from  the  members  of  their  respective 
tribes.  The  entire  educational  system  of  the  Chinese  was  based  upon 
the  imperial  examinations  for  its  objective  point.  Take  away  the 
objective  point  and  the  system  has  little  or  nothing  to  recommend  it. 
This  is  doubly  apparent  when  an  attempt  it  made  to  fit  the  system 
to  an  alien  people.  Governor  Liu  is  hardly  to  be  blamed  for  this. 
During  his  time  China  had  not  yet  come  to  recognize  the  futility  of 
her  antiquated  methods  of  education. 

5.  SUMMARY  OF  EDUCATION  UNDER  THE  CHINESE. 

i 

By  way  of  summary,  we  may  say  for  the  Chinese  educational  ad- 
ministration in  Formosa  that,  while  it  appears  that  those  in  authority 
generally  recognized  the  fact  that  education  might  do  much  to  in- 
culcate in  the  minds  and  hearts  of  the  people  obedience  and  respect 
for  learning,  there  was  a universal  mistaking  of  instruction  for  edu- 
cation. This  fact  was  as  true  in  China  as  in  Formosa,  hence  it  carried 
with  it  no  distinguishing  traits  by  which  we  may  contrast  education 
under  the  Chinese  in  Formosa  with  that  under  the  Chinese  in  China. 
But  there  did  exist  in  Formosa  conditions  which  militated  against 
progress  in  educational  work  of  any  sort.  The  discordant  elements, 
the  local  disturbances,  the  constant  presence  of  undesirable  characters, 
and  the  political  isolation  from  China  proper,  have  all  been  touched 
upon  as  forces  combining  to  make  unfavorable  conditions  for  a strong 
administration  in  educational  matters  and  need  no  further  comment 
here. 

The  only  thing  which  seems  to  have  kept  the  spark  of  educational 
effort  burning  in  Formosa  during  the  whole  of  the  two  centuries  of 
Chinese  rule  was  the  Government  imperial  examinations,  which  nom- 
inally offered  much,  but  in  reality  offered  little  or  nothing,  although 
they  did  result  in  impressing  upon  the  minds  of  the  masses  a sense  of 
the  exalted  position  of  the  scholar,  and  undoubtedly  kept  private  edu- 
cation at  a higher  standard  than  would  have  obtained  otherwise. 

The  name  of  Governor  Liu  Ming  Oman  might  well  be  engraven 
upon  tablets  of  stone  in  commemoration  of  his  work  in  the  cause  of 


EDUCATION  UNDER  THE  CHINESE, 


27 


education  in  Formosa,  when  we  contrast  his  work  with  that  done  by 
his  fellow-countrymen.  His  attempts  at  introducing  into  Formosa 
western  schools  and  western  education  at  a time  when  the  Chinese 
Empire  had  manifested  but  a spasmodic  sympathy  toward  institu- 
tions of  western  learning  will  always  mark  him  as  one  of  China’s 
more  enlightened  leaders,  especially  when  it  is  considered  that  his 
progressive  measures  were  in  reality  opposed  by  those  upon  whom  he 
had  to  depend  for  their  execution.  His  efforts  toward  solving  the 
savage  problem  by  educating  the  sons  of  tribal  head  men  in  Chinese 
manners  and  customs  and  molding  them  into  a Chinese  people  that 
they  might  return  to  their  tribes  and  in  turn  civilize  them,  are  de- 
serving of  commendation  for  their  sincerity  of  purpose.  Although 
he  erred  in  misjudging  the  adaptability  of  the  Chinese  civilization  of 
his  day  to  an  alien  and  savage  race,  yet  the  fact  remains  that  he  did 
more  toward  opening  up  the  savage  territory  and  bringing  the  sav- 
ages into  closer  communication  with  the  Chinese  than  any  of  his 
predecessors. 


Table  1. — Public  schools  established  during  the  Chinese  regime. 


Location. 

Year 

estab- 

lished. 

Pupils. 

Teachers. 

How  supported. 

1.  Tainan 

1686 

20 

2 

Subscriptions  and  property  belonging 
to  school. 

2.  Tainan 

1686 

10 

2 

Do. 

3.  Anping 

1686 

15 

2 

House  tax  and  school  property. 

4.  Tainan 

1705 

24 

2 

Do. 

6.  Kagi 

1707 

10 

2 

Local  revenues  and  properties  belong- 
ing to  school. 

6.  Ensuiko 

1708 

Unknown. 

1 

Do. 

7.  Tainan 

1721 

94 

2 

Contributions. 

8.  Tainan 

1727 

Unknown. 

2 

Government. 

9.  Shoka 

1727 

15 

2 

Do. 

10.  Shoka 

1746 

Unknown. 

1 

Properties  of  school. 

11.  Gilan 

1753 

17 

1 

Do. 

12.  Toroku 

1754 

Unknown. 

1 

Do. 

13.  Hozan 

1755 

Not  fixed. 

2 

Do. 

14.  Kagi 

1760 

Unknown. 

1 

Do. 

15.  Pescadores 

1767 

Unknown. 

2 

Properties  of  school,  contributions,  and 
subsidy  from  district  office. 

16.  Shinchiku 

1782 

Unknown. 

2 

Properties  of  school. 

17.  Kagi 

1821-51 

Unknown. 

1 

Do. 

18.  Shinchiku 

1825 

10 

2 

Unknown. 

19.  Banka 

1848 

Unknown. 

1 

Government. 

20.  Kagi 

1868 

Unknown. 

1 

Properties  of  school. 

21.  Banka 

1880 

4 

1 

Government. 

22.  Taihoku 

1881 

20 

2 

Do. 

23.  Taihoku 

24.  Horisha 

1881 
a 1884 

Unknown. 

2 

Properties  of  school. 

25.  Shinshin 

1883 

Unknown. 

Unknown. 

26.  Tainan 

1887 

80 

2 

Do. 

27.  Taihoku 

1887 

2 foreigners 
and  sev- 
eral Chi- 
nese. 

Government. 

28.  Bioritsu 

1888 

Unknown. 

1 

Unknown. 

29.  Taichu 

1890 

Unknown. 

Unknown. 

Partly  by  Government. 

30.  Taichu 

1890 

20 

2 

Unknown. 

31.  Taitotei  

1891 

Unknown. 

1 (a  Dane). 

Government. 

32.  Taihoku 

1894 

Unknown. 

Unknown. 

Unknown. 

33.  Kelung 

1894 

Unknown. 

Unknown. 

From  certain  tax  funds. 

a School  not  completed. 


Note. — Nos.  1,  2,  5,  9,  18,  and  21  are  district  schools.  No.  27  is  the  school  for  western 
learning.  No.  31  is  a school  designed  for  training  telegraph  operators. 


28 


EDUCATION  IN  FORMOSA. 


Table  2. — Private  and  quasi-public  schools  established  during  the  Chinese 

regime. 


Anping  (Tainan) 

Hozan 

Kagi 

Pescadores 

Taiwan  (Taichu) 

Shoka 

Toroku 

Bioritsu 

Horishaa 

Tamsui 

Shinchiku 

Kelung 

Total 


District. 


Private 

schools. 


226 


Quasi- 

public 

schools. 


1 

2 

1 

8 

2 

4 

b 26 
4 
8 


Total. 


22 

232 

9 

4 

4 

20 

10 

4 
26 

5 
8 
1 

345 


° For  savages.  h Estimated,  1876. 

Table  3. — Schools  for  savages  established  by  the  Chinese. 


Date  of 
estab- 
lish- 
ment. 


1682. 


1735.... 


1875.... 


1876.. .. 

1887.. .. 

1888.. .. 
1888. . . . 


Location. 

Tribe  or  group. 

Teach- 

ers. 

Subjects  taught. 

Mekawam 

1 

Reading  and  writ- 
ing. 

do 

South  Formosa  (Tai- 

Same as  came  un- 

1 

nan  and  Hozan). 

Shora,  Kagi,  Ensui- 
ko,  Koroku,  Shin- 
chichu. 

Traito  Prefecture, 
along  east  coast. 

Koshun 

der  influence  of 
Dutch. 

do 

50 

do 

Amis,  Paiwan 

7 

do 

Payuma 

16 

do 

Nanto 

Kamakama 

1 

do 

Gilan 

Keiloh  ( Atayal) 

Atayal  tribes 

1 

do 

Taihoku  city 

4 

Versification,  com- 

position , and  con- 
versation. 

Text-books  used. 


Chinese  classics. 
Do. 


The  Four  Books 
a-n  d simple 
poems. 

Proverbs  for  in- 
struction of  sav- 
ages. 

Do. 

Classics. 

Do. 


Notes. — The  school  established  in  1862  was  a private  institution,  all  others  being 
Government  schools. 

As  a rule  there  was  but  one  teacher  to  a school. 

The  student  enrollments  in  the  above  schools  are  for  the  most  part  unknown  ; however, 
in  the  case  of  the  Koshun  schools  there  were  61  pupils  enrolled  ; in  the  Nanto  school,  13 
enrolled  ; in  the  Taihoku  city  school,  30  enrolled. 


III. — EDUCATION  UNDER  THE  JAPANESE. 

1.  STATUS  OF  EDUCATION  IN  JAPAN. 

When  Japan  in  1895  took  possession  of  the  island  of  Formosa  65.4 
per  cent  of  her  children  of  school  age  were  under  instruction.  Her 
national  school  system,  established  in  1870,  had  by  the  year  1895  suc- 
ceeded in  enrolling  so  great  a proportion  of  her  children.  The  Em- 
peror’s decree  of  1871,  “ It  is  intended  that  henceforth  education  shall 
be  so  diffused  that  there  may  not  be  a village  with  an  ignorant  family 
nor  a family  with  an  ignorant  member,”  is  in  Japan  well  on  the  way 
to  realization,  for  returns  for  the  year  1906  show  97  per  cent  of  the 


EDUCATION  UNDER  THE  JAPANESE. 


29 


boys  and  91  per  cent  of  the  girls  of  school  age  under  instruction.  We 
are  now  to  note  the  extent  to  which  this  decree  is  to  be  interpreted  as 
embracing  her  first  colonial  possession. 

2.  CONDITIONS  IN  FORMOSA. 

In  June,  1895,  when  Japan  took  formal  possession  of  Formosa,  she 
found  conditions  in  the  island  distinctly  unfavorable  to  an  immediate 
peaceful  occupation.  At  that  time  the  native  (Chinese)  population 
numbered  about  2,600,000.  There  were  also  100,000  aborigines,  who 
occupied  the  mountainous  eastern  half  of  the  island.  As  mentioned 
in  the  previous  section,  the  Chinese  had  never  succeeded  during  the 
two  centuries  of  their  occupation  in  effectively  pacifying  the  island. 
When  the  Japanese  made  an  effort  to  take  possession  they  were  met 
on  all  sides  by  armed  opposition,  and  were  obliged  to  carry  on  actual 
warfare  against  a rebel  population. 

3.  ESTABLISHMENT  OF  AN  EDUCATIONAL  SYSTEM. 

Within  six  weeks  from  the  date  of  the  formal  cession  of  Formosa 
to  Japan,  and  three  months  before  the  occupation  of  the  island  had 
been  completed,  the  department  of  education  for  Formosa  was  estab- 
lished at  Shirin,  a small  town  in  the  vicinity  of  the  capital  city  and 
an  old  center  of  learning  under  the  Chinese  regime.  A few  days  later 
a language  school  for  the  training  of  teachers  was  opened  under  the 
instruction  of  the  educational  staff,  and  20  native  Chinese  were 
enrolled  as  students.  After  three  months’  study,  the  progress  made 
by  these  students  had  been  so  rapid  as  to  warrant  their  being  sent 
out  as  teachers  in  the  elementary  schools.  In  January,  1896,  Shirin 
was  attacked  by  rebels,  six  Japanese  on  the  educational  staff  were 
killed,  and  the  records  and  books  of  the  department  of  education 
destroyed.  Temporary  headquarters  for  the  department  were  estab- 
lished in  Tokyo,  and  in  March  of  the  same  year  moved  back  to 
Shirin.  The  language  school  was  again  opened.  Naturally  the 
greatest  difficulty  with  which  the  educational  authorities  had  at  first 
to  contend  was  the  lack  of  sufficient  educated  Japanese  speaking 
Chinese  and  Chinese  speaking  Japanese  to  carry  on  the  work  of 
teaching  a people  who  spoke  but  Chinese.  On  the  13th  of  April, 
1896,  Mr.  Izawa,  director  of  education  for  Formosa,  brought  from 
Japan  45  teachers  of  elementary  schools  and  placed  them  in  the 
Shirin  training  school,  from  which,  after  a special  course  of  three 
months,  they  were  sent  out  as  teachers  in  the  native  schools.  Simul- 
taneously with  the  training  of  these  Japanese  teachers  in  Shirin, 
a number  of  educated  natives  had  been  sent  to  Tokyo  for  the  study 
of  Japanese. 

In  April,  1896,  when  the  civil  administration  superseded  the 
military  rule,  the  department  of  education  was  transferred  to  the 


30 


EDUCATION  IN  FOKMOSA. 


offices  of  the  civil  administration  in  Taihoku  City.  Until  July,  1898, 
the  entire  educational  work  in  the  island  was  under  the  direct  con- 
trol and  supervision  of  the  Formosan  government,  and  all  expendi- 
tures were  met  from  the  government  funds.  From  that  time  forth 
it  was  decided  that  the  expenses  of  the  public  schools  should  be  borne 
by  local  taxes,  and  that  such  schools  should  only  be  established  in 
those  districts  in  which  provision  was  first  made  for  their  support. 
This  rule  applied  only  to  the  public  schools;  that  is,  the  elementary 
schools  for  the  natives  (Chinese).  As  we  shall  see  later,  special 
provision  is  made  for  elementary  schools  for  the  Japanese  and  for 
secondary  schools.  Before  July,  1898,  schools  had  been  established 
in  15  districts,  as  follows:  Kelung,  Tamsui,  Taihoku,  Shinchiku, 
Bioritsu,  Taichu,  Horisha,  Rokko,  Unrin,  Kagi,  Tainan,  Hozan, 
Koshum,  Taito,  and  the  Pescadores.  In  these  schools  there  were 
enrolled  1,606  pupils  under  72  teachers;  65  of  the  latter  were  Japa- 
nese. The  Japanese  language  had  been  made  the  principal  subject 
of  study,  for  the  idea  of  assimilating  the  native  population  was  the 
predominant  idea  in  educational  work  up  to  that  time. 

It  might  thus  be  said  that  the  preliminary  work  in  establishing 
a school  system  required  three  years.  The  system  as  established  in 
July,  1898,  is,  with  but  a few  subsequent  alterations,  the  same  as 
that  now  in  vogue.  The  position  which  the  administration  of  educa- 
tional affairs  occupies  in  the  civil  administration  is  set  forth  in  the 
following  plan: 

The  governor-general  nominally  occupies  a position  in  educational 
administration  analogous  to  that  of  the  minister  of  education  in 
Japan.  In  reality,  however,  he  delegates  the  greater  portion  of  his 
functions  in  this  field  to  the  educational  section  of  the  bureau  of 
general  affairs  of  the  civil  administration.  The  educational  section 
has,  however,  no  jurisdiction,  delegated  or  otherwise,  over  the 
medical  school,  the  industrial  sugar  school,  or  the  agricultural 
schools,  special  provision  being  made  for  these,  institutions.  The 
educational  system  provides  three  distinct  classes  of  public  schools — 
one  for  the  education  of  the  natives  (Chinese),  one  for  the  Japanese, 
and  one  for  the  aborigines.  That  for  the  education  of  the  natives 
includes  local  elementary  schools  and  government  secondary  and 
special  schools;  that  for  the  education  of  the  Japanese  includes 
government  elementary,  secondary,  and  special  schools;  that  for  the 
education  of  the  aborigines  local  elementary  schools  only.  Besides 
the  schools  provided  for  by  this  system,  there  exist  also  a number  of 
private  schools.  The  maintenance  of  all  government  schools  is  pro- 
vided for  in  each  annual  budget  of  the  civil  administration  of  the 
island,  while  that  of  all  local  schools  is  defrayed  by  the  local  districts. 


EDUCATION  UNDER  THE  JAPANESE. 


31 


4.  CENSUS  RETURNS  HAVING  TO  DO  WITH  EDUCATION. 


According  to  the  census  returns  for  the  year  1905  the  population 
in  the  island  was  as  follows : 


Nationality. 

Males. 

Females. 

Total. 

Natives  (Chinese) 

1,558,420 

32,064 

57,323 

1, 357, 564  ' 
21,304 
55,872 

2,915, 984 
53, 368 
113, 195 

Japanese 

Aborigines 

Total 

1,647,807 

1,434,740 

3,082,547 

The  returns  for  the  children  of  school  age  were  as  follows : 


9 


Nationality. 

Boys. 

Girls. 

Total. 

N atives 

321,871 
2, 079 

266,915 

1,749 

588, 786 
3,828 
a 17, 000 

Japanese 

Aborigines 

Total 

609, 614 

a Approximately. 


The  number  of  children  of  school  age  under  elementary  instruction 
during  the  year  1906  was  as  follows : 


Nationality. 

Public  schools. 

Private  schools. 

Public 

and 

private 

(both 

sexes.) 

Boys. 

Girls. 

Total. 

Boys. 

Girls. 

Total. 

Natives  (Chinese) 

Japanese 

27, 862 
1,684 
996 

3,961 

1,601 

92 

31,823 

3,285 

1,088 

19, 584 
281 

331 

19, 915 
281 

51, 738 
3,566 
1,088 

Aborigines 

Total 

30, 536 

5,654 

36, 190 

19, 865 

# 331 

20, 196 

56,  392 

Thus  5.5  per  cent  of  the  native  (Chinese)  children  of  school  age 
were  during  the  year  1905  enrolled  in  public  elementary  schools,  and 
3.4  per  cent  in  private  schools,  or  about  9 per  cent  under  instruction. 
Of  the  Japanese  children  of  school  age,  86  per  cent  were  in  Govern- 
ment elementary  schools  and  7 per  cent  in  private  schools,  or  93  per 
cent  under  instruction.  Of  the  children  of  the  aborigines,  about  6 
per  cent  were  under  instruction  during  that  year. 

5.  SCHOOLS  FOR  NATIVES. 

The  term  “ native  ” is  applied  to  the  Chinese  population.  As  the 
natives  represent  about  95  per  cent  of  the  island’s  total  population, 
the  question  of  their  education  is  of  prime  importance.  The  system 
of  native  public  schools  comprises  local  schools  for  elementary  edu- 
cation, and  Government  schools  xfor  advanced  instruction.  In  addi- 
tion to  these  there  are  a number  of  private  schools. 


32 


EDUCATION  IN  FORMOSA. 


(a)  ELEMENTARY  PUBLIC  SCHOOLS. 

Administration , establishment , and  maintenance. — For  administra- 
tive purposes  the  island  of  Formosa  is  divided  into  twenty  prefec- 
tures. The  public  schools  are  under  the  control  of  the  local  prefects, 
subject  to  instructions  from  the  governor-general.  Each  prefect  ap- 
points a superintendent  of  education  for  his  respective  prefecture. 
As  no  administrative  positions  under  the  Formosa  government  can 
%be  held  by  natives,  both  the  prefect  and  the  superintendent  of  educa- 
tion must  be  Japanese.  For  each  school  in  his  prefecture  the  prefect 
appoints  an  educational  committee,  consisting  of  not  less  than  three 
nor  more  than  nine  members,  chosen  from  among  the  influential  na- 
tives resident  in  the  district  in  which  the  school  is  located.  It  is  the 
duty  of  this  committee  to  assist  the  prefect  and  the  superintendent 
of  education  in  matters  pertaining  to  the  school,  and,  when  called 
upon  to  do  so,  to  give  its  opinion  upon  matters  relating  to  the  at- 
tendance and  selection  of  pupils,  equipment  of  the  school,  and  esti- 
mates for  the  school  budget.  This  committee  also  collects  school 
moneys  and  assists  in  financing  the  school. 

The  establishment,  consolidation,  and  abolition  of  public  schools 
are  made  by  application  from  the  natives  resident  in  the  district  con- 
cerned, through  the  prefect  to  the  governor-general.  In  the  appli- 
cation for  the  establishment  of  a public  school,  the  amount  subscribed 
by  the  property  holders  must  be  stated.  This  amount  must  be  equiva- 
lent to  nine-tenths  of  the  cost  of  establishing  the  proposed  school  be- 
fore the  petition  may  be  granted.  Tire  prefect  reports  to  the  gov- 
ernor-general the  circumstances  and  conditions  surrounding  the  sup- 
port of  a school  in  the  district  concerned,  and  recommends  certain 
action.  The  governor-general  is  at  liberty  to  reject  or  accept  the  ap- 
plication. Generally  speaking,  no  school  is  established  unless  an  en- 
rollment of  at  least  60  pupils  can  be  guaranteed. 

The  expenses  for  the  maintenance  of  public  schools  are  met  from 
the  revenues  accruing  from  certain  lands  belonging  to  the  schools,0 
from  contributions,  tuition  fees,  and  special  tax  levies.  Tax  levies  are 
assessed  against  the  property  owners  of  the  district  in  which  any 
school  is  located  at  a rate  fixed  b}^  the  governor-general.  This  rate 
varies  in  different  districts.  In  the  case  of  the  Banka  public  school 
the  Government  pays  the  teachers’  salaries  and  traveling  expenses, 
while  in  all  other  cases  these  items  are  met  from  the  local  revenues. 
Tuition  fees  are  assessed  at  a rate  not  less  than  25  cents  or  more  than 
$1  a year  a pupil,  the  amount  in  each  district  being  determined  by  the 
local  prefect.  Nonresidents  may  be  assessed  an  extra  fee.  The  items 
of  expenditure  for  education  for  the  year  1906  are  given  on  page  62. 

° During  the  Chinese  regime,  the  expenses  for  the  maintenance  of  public  schools  were 
met  in  a great  measure  from  the  revenues  of  farm  lands  belonging  to  the  schools.  These 
lands  have  remained  public  property,  and  thus  are  in  many  cases  available  for  educational 
purposes  at  present. 


BUREAU  OF  EDUCATION 


THE  SHIRIN  PUBLIC  SCHOOL. 


dMAri? 
f !■ 


EDUCATION  UNDER  THE  JAPANESE. 


38 


Buildings  and  equipments. — Instead  of  the  damp,  dingy  structure 
crowded  into  a densely  populated  Chinese  village,  which  during  the 
Chinese  regime  served  the  purpose  of  a school,  we  find  the  public 
school  of  to-day  a well-constructed  red  brick  building,  properly  venti- 
lated and  lighted,  and  located  on  an  open  piece  of  ground  surrounded 
by  playgrounds  and  athletic  fields.  Wherever  possible  the  school- 
house  is  located  without  the  limits  of  the  village  and  surrounded  by 
open  fields.  The  schoolhouses  which  are  gradually  springing  up  in 
the  native  villages  throughout  the  island  are  modern  up-to-date  struc- 
tures. Xor  are  they  small,  for  the  ordinary  country  school  is  planned 
to  accommodate  from  200  to  300  pupils,  and  contains  from  five  to  eight 
class  rooms.  Formosa  is  well  populated,  as  the  civilized  half  of  the 
island  contains  400  people  to  the  square  mile,  hence  schoolhouses  must 
be  built  to  accommodate  large  numbers  of  pupils.  One  of  the  par- 
ticularly commendable  features  in  regard  to  the  establishment  of  a 
public  school  is  the  fact,  that  ample  facilities  for  playgrounds,  ath- 
letic fields,  and  gardens  are  provided.  Many  of  the  country  schools 
are  equipped  with  tennis  courts  and  out-door  gymnastic  apparatus. 
The  most  recently  constructed  public  school  is  that  located  at  Banka, 
a suburb  of  the  capital  city.  In  planning  the  construction  of  this 
school,  the  authorities  have  had  the  benefit  of  twelve  years  experience 
in  public  school  construction,  hence  we  find  represented  here  the  latest 
ideas  in  that  direction.  Like  all  other  schools  in  the  island,  this 
institution  is  a group  of  one-story  buildings,  which  cost  $30,000,  and 
is  arranged  to  accommodate  800  pupils. 

Public  school  buildings  are  often  utilized  for  social  purposes,  for 
public  meetings,  and  as  barracks  for  Government  troops.  The  policy 
of  the  Government  is  gradually  to  extend  the  building  of  public 
schools  as  fast  as  the  people  are  able  to  pay  for  them.  At  present, 
the  Government  grants  a subsidy  equal  to  one-tenth  of  the  cost  of  con- 
struction. A public  schoolhouse  is  distinctly  an  ornament  to  the  vil- 
lage to  which  it  belongs;  in  fact,  one  winders  how  it  is  possible  to 
raise  sufficient  money  for  its  construction  from  among  a people  who, 
to  judge  by  appearances,  seem  to  have  little  or  nothing.  The  charac- 
ter of  the  public  school  building  erected  in  any  district  is  determined 
by  the  amount  of  the  subscriptions  from  the  residents  of  the  district. 
In  the  country  districts  the  cost  of  the  buildings  ranges  from  $500  to 
$6,000.  There  are  at  present  in  the  island  180  public  schools  and  29 
branch  schools  for  the  elementary  education  of  natives. 

Teachers . — In  the  Government  regulations  it  is  stated  that  the 
public  schools  aim  to  give  moral  culture  and  practical  knowledge  to 
the  native  pupils  in  such  a manner  that  their  character  may  be  molded 
into  that  of  the  nation  and  that  they  may  acquire  the  national  lan- 
guage (Japanese).  The  administration  has  in  view  the  gradual  sup- 
planting of  Chinese  by  Japanese  as  the  language  of  the  island,  and 
48813—08 5 


34 


EDUCATION  IN  FORMOSA. 


the  aim  of  the  educational  authorities  is  gradually  to  mold  the  native 
child  into  a loyal  Japanese  subject.  As  95  per  cent  of  the  island’s 
population  is  Chinese,  it  is  quite  apparent  that  the  administration  has 
taken  upon  itself  no  small  task. 

In  this  connection  the  question  of  securing  teachers  for  the  public 
schools  becomes  one  of  prime  importance.  The  old  Chinese  idea  that 
any  person  who  had  been  under  instruction  for  a certain  number  of 
years  could  in  turn  instruct  others  does  not  obtain  with  the  Japanese. 
In  Formosa,  as  in  Japan,  those  appointed  to  the  position  of  teacher 
must  have  had  a special  training  in  schools  provided  for  that  pur- 
pose. There  are,  however,  in  Formosa  a number  of  hired  assistants, 
formerly  teachers  in  private  schools  who  have  not  graduated  from  a 
normal  course,  but  these  are  being  gradually  displaced  by  graduates 
from  the  normal  department  of  the  Language  School.  Statistics  for 
the  year  1906  show  that  there  were  392  Japanese  and  470  native 
teachers  in  the  public  schools.  The  head  teachers  are  Japanese,  and 
while  Japanese  occupy  also  many  of  the  subordinate  positions,  the 
educational  authorities  are  making  an  effort  to  fill  as  many  as  possible 
of  these  latter  positions  with  native  teachers.  The  statistics  for  the 
year  1901  show  246  Japanese  and  255  native  teachers;  these  figures 
contrasted  with  those  for  the  year  1906  show  a substantial  increase  in 
the  proportion  of  native  teachers. 

When  teachers  are  desired  for  a new  school  the  prefect  applies  to 
the  educational  section,  which  secures  from  the  Language  School  a list 
of  possible  candidates  with  their  recommendations.  This  list  is  for- 
warded to  the  prefect,  who  recommends  to  the  governor-general  a 
certain  person  for  appointment  as  head  teacher.  The  head  teacher 
in  turn  recommends  the  appointment  of  certain  assistants. 

The  native  teacher  can  be  secured  at  less  than  one-third  the  cost  of 
the  Japanese  teacher,  for  the  latter  receives,  upon  an  average,  a salary 
of  $300  a year  in  addition  to  living  quarters,  while  the  former  re- 
ceives about  $8  a month  and  provides  his  own  living  quarters.  The 
pay  of  the  Japanese  teacher  in  Formosa  is  very  much  higher  than 
that  received  by  his  colleague  in  Japan.  The  women  teachers,  of 
whom  there  were  in  1906  48  Japanese  and  38  native,  are  paid  from 
$10  to  $20  a month  for  the  Japanese  and  from  $3  to  $10  a month  for 
the  natives.  The  salary  paid  to  the  native  male  teacher  is  at  present 
too  lowr  to  induce  the  better  class  of  young  men  to  remain  with  the 
work  for  many  years.  Many  of  these  after  completing  their  three 
years’  agreement  take  positions  in  other  fields  at  higher  pay. 

The  Japanese  and  native  teachers  appear  to  work  well  together. 
Naturally  the  Japanese  teacher  is  handicapped  by  reason  of  his 
superficial  knowledge  of  the  native  dialect  and  native  customs,  while 
on  the  other  hand  the  native  teacher  finds  it  difficult  to  adapt  himself 
to  modern  class-room  methods.  But  these  difficulties  succumb  to 


EDUCATION  UNDER  THE  JAPANESE. 


35 


experience,  so  that  it  is  only  a matter  of  time  until  they  will  have 
entirely  disappeared.  The  efficiency  of  the  native  teacher,  though 
not  equal  to  that  of  the  Japanese,  is  gradually  improving.  Many 
facilities  are  afforded  teachers  for  advanced  study.  Summer 
schools  for  advanced  training  are  opened  each  year  in  Taihoku  City, 
and  arrangements  are  made  whereby  the  Government  defrays  the 
traveling  expenses  of  teachers  in  attendance  at  these  sessions  in  such 
a manner  as  to  permit  each  teacher  to  attend  once  every  three  years. 
Besides  summer  schools,  teachers’  conferences  are  held  once  each 
month  in  each  prefecture,  the  local  prefect  presiding. 

The  number  of  hours  a day  devoted  to  teaching  averages  five  and 
the  number  of  pupils  to  the  class  averages  sixty.  But  the  teacher’s 
labors  are  not  necessarily  finished  with  his  class-room  work.  He  is 
often  obliged  to  go  among  the  parents  of  the  children  and  exert 
his  efforts  toward  keeping  the  pupils  in  regular  attendance  at  school. 
This,  as  will  be  noted  later,  is  no  small  task.  If  a principal  is  asked 
what  he  finds  to  be  his  greatest  difficulty  in  educating  the  native,  he 
will  invariably  reply  that  it  is  the  indifference  of  the  parents. 

Course  of  study  and  text-books. — -The  regular  prescribed  course  of 
study  embraces  six  years.  This  course,  which  is  'fairly  uniform 
throughout  the  island,  includes  the  following  branches : Morals, 
national  language,  arithmetic,  Chinese  composition,  music,  and  gym- 
nastics. Sewing  is  added  for  the  girls,  and  agriculture,  commerce, 
or  manual  training  may  be  added  for  the  boys.  Table  4 shows  the 
number  of  hours  given  to  each  branch  and  subject.  By  examining  this 
tabulation  the  prominent  position  assigned  to  the  study  of  Japanese 
becomes  apparent.  As  already  stated,  it  is  the  desire  of  the  author- 
ities to  make  Japanese  the  language  of  the  island.  The  study  of 
Chinese  is  carried  no  further  than  is  necessary,  for  the  allotment  of 
four  or  five  hours  a week  to  this  subject  is  only  in  response  to  a 
demand  on  the  part  of  the  parents  that  Chinese  be  studied  in  the 
schools  to  which  they  send  their  children.  Another  branch  which 
appears  throughout  the  programme  is  that  termed  “ morals.”  In 
all  of  the  elementary  schools  of  Japan  morals  is  a prescribed  branch 
of  study.®  The  educational  authorities  in  Formosa  contend  that  the 

“ Instruction  in  morals  in  the  schools  of  Japan  is  based  on  the  imperial  Rescript  on 
Education  issued  in  1890.  The  following  English  version  was  made  by  a number  of 
scholars  convoked  especially  for  the  purpose  by  the  Japanese  educational  department : 

The  Department  of  Education,  Japan, 

June,  JjOlh  year  of  Meiji  (1907). 

Know  ye,  Our  subjects : 

Our  Imperial  Ancestors  have  founded  Our  Empire  on  a basis  broad  and  everlasting  and 
have  deeply  and  firmly  implanted  virtue  ; Our  subjects  ever  united  in  loyalty  and  filial 
piety  have  from  generation  to  generation  illustrated  the  beauty  thereof.  This  is  the  glory 
of  the  fundamental  character  of  Our  Empire,  and  herein  also  lies  the  source  of  Our 
education.  Ye,  Our  subjects,  be  filial  to  your  parents,  affectionate  to  your  brothers  and 
sisters  ; as  husbands  and  wives  be  harmonious,  as  friends  true  ; bear  yourselves  in  modesty 
and  moderation  ; extend  your  benevolence  to  all  ; pursue  learning  and  cultivate  arts,  and 
thereby  develop  intellectual  faculties  ard  perfect  moral  powers ; furthermore,  advance 
public  good  and  promote  common  interests  ; always  respect  the  Constitution  and  observe 
the  laws  ; should  emergency  arise,  offer  yourselves  courageously  to  the  State  ; and  thus 
guard  and  maintain  the  prosperity  of  Our  Imperial  Throne  coeval  with  heaven  and  earth. 


36 


EDUCATION  IN  FORMOSA. 


Chinese  pupil  is  particularly  in  need  of  instruction  in  morals,  and 
that  the  teachers  find  it  very  difficult  to  teach  it  effectively.  The 
surroundings  of  the  native  child  in  the  island  have,  without  doubt, 
been  most  unfavorable,  and  it  is  not  strange  that  the  standard  of 
morals  is  said  to  be  low  among  them. 


Table  4. — Study  schedule  for  public  elementary  schools  for  the  native  Chinese. 


First  year. 

Second  year. 

Branch  of  study. 

Hours 

per 

week. 

Subject  or  topic. 

Hours 

per 

week. 

Subject  or  topic. 

Morals 

2 

Principles  of  morality 

2 

Same  as  first  year. 
Do. 

Japanese 

9 

Story  telling,  reading”,  com- 
position, writing. 

12 

4 

4 

Same,  but  up  to  100. 
Same  as  first  year. 

Do. 

5 

Simple  words,  phrases,  and 
sentences. 

Physical  culture  and  play.. 

5 

Gymnastics 

2 

2 

Music  a 

1 

1 

Do. 

Sewing 

0 

Total 

23 

26 

Third  year. 

Fourth  year. 

Branch  of  study. 

Hours 

per 

week. 

Subject  or  topic. 

Hours 

per 

week. 

Subject  or  topic. 

Morals 

2 

Same  as  first  year 

2 

Same  as  first  year. 
Do. 

Japanese 

13 

do 

13 

Arithmetic 

5 

Through  division 

5 

Decimals  and  fractions. 

Chinese 

&5 

Reading  and  composition  . . 
Physical  culture 

b 4 

Same  as  third  vear. 
Do. 

Gymnastics 

2 

2 

Music 

1 

Same  as  first  vear 

] 

Same  as  first  year. 
Simple  sewing. 

Sewing 

3 

Use  of  needle* 

3 

Total 

31 

30 

Fifth  year. 

Sixth  year. 

Branch  of  study. 

Hours 

per 

week. 

i 

Subject  or  topic. 

Hours 

per 

week. 

Subject  or  topic. 

Morals 

Japanese 

Arithmetic 

2 

14 

5 

Principles  of  morality 

Reading,  writing,  composi- 
tion. 

Decimals  and  fractions 

2 

14 

5 

Same  as  fifth  year. 
Do. 

Do. 

Chinese 

c 4 

Reading  and  composition . . 
Physical  culture 

4 

Do. 

Gymnastics 

2 

2 

Do. 

Music** 

1 

Singing 

1 

Do. 

Sewing  e 

4 

Making  and  repairing 
clothes. 

Simple  processes 

4 

Do. 

Manual  training/ 

Do. 

Agriculture/ 

Elementary  work 

Do. 

Commerce/ 

Elements  .. 

Do. 

Total 

. 28 

28 

So  shall  ye  not  only  be  Our  good  and  faithful  subjects,  but  render  illustrious  the  best 
traditions  of  your  forefathers. 

The  Way  here  set  forth  is  indeed  the  teaching  bequeathed  by  Our  Imperial  Ancestors, 
to  be  observed  alike  by  Their  Descendants  and  the  subjects,  infallible  for  all  ages  and  true 
in  all  places.  It.  is  Our  wish  to  lay  it  1o  heart  in  all  reverence,  in  common  with  you,  Our 
subjects,  that  we  may  all  thus  attain  to  the  same  virtue. 

The  30th  day  of  the  10th  month  of  the  23rd  year  of  Meiji. 

(Imperial  Sign  Manual.  Imperial  Seal.) 

" Music  increased  at  teacher’s  discretion. 

b In  the  third  and  fourth  years  girls  are  given  but  two  hours  a week  in  Chinese. 

c In  the  fifth  year  girls  are  given  but  two  hours  a week  in  Chinese. 

d Music  increased  at  discretion  of  teacher. 

e Sewing  is  given  to  girls  only,  and  the  time  devoted  to  it  is  deducted  from  the  study 
of  language. 

f Manual  training,  agriculture,  and  commerce  given  at  discretion  of  teachers  in  charge 
of  schools. 


EDUCATION  UNDER  THE  JAPANESE. 


37 


The  Chinese  parent  finds  it  difficult  to  understand  the  usefulness  of 
music  and  physical  culture  in  the  school  curriculum,  and  if  he  had  his 
way  he  would  have  more  Chinese  and  less  music  and  gymnastics. 
But  one  has  only  to  visit  a class  of  native  pupils  engaged  in  their 
singing  exercises  to  appreciate  the  usefulness  of  the  subject  as  a part 
of  the  daily  programme.  The  Chinese  child  is  fond  of  singing  and 
has  a better  ear  for  music  than  the  Japanese  lad.  He  enters  into  his 
singing  with  a spirit  of  enjoyment  far  in  excess  of  that  which  he  ex- 
hibits in  any  of  his  other  work,  and  for  this  reason  much  good  lan- 
guage instruction  may  be  imparted  through  this  medium.  Language 
is  also  taught  by  means  of  object  lessons.  Upon  one  of  the. writer’s 
visits  to  a public  school  he  found  a teacher  of  second-year  pupils 
holding  before  his  class  a .live  fish  and  drilling  them  in  words  and 
phrases  descriptive  of  the  object.  Pictorial  charts  are  likewise  used 
in  language  instruction.  These  methods  are  a pleasing  contrast  to 
the  old  Chinese  idea  of  forcing  attention  by  a liberal  use  of  the  rod. 

As  for  physical  culture  and  gymnastics,  three  hours  a week  are 
given  to  the  former,  and  school  yards  are  provided  with  tennis  courts, 
playgrounds,  and  gymnastic  apparatus  for  the  use  of  the  pupils. 
The  old  Chinese  system  did  not  recognize  the  necessity  for  physical 
culture,  as  the  ideal  of  the  Chinese  scholar  was  opposed  to  physical 
exertion  of  any  kind.  When  the  Japanese  educational  authorities 
placed  physical  culture  in  the  public  school  curriculum  they  were 
criticised  by  the  Chinese  parent,  who  contended  that  it  was  done 
with  the  intention  of  training  his  children  as  soldiers  for  the  Japa- 
nese army.  Hence  it  wras  necessary  to  avoid  giving  any  work  in 
physical  culture  which  bore  the  semblance  of  military  drill.  One  of 
the  admirable  features  of  the  exercises  in  physical  culture  is  that 
they  are  given  out  of  doors,  at  least  so  far  as  the  weather  will  permit. 
The  native  child  likes  the  work  and  is  certainly  benefited  by  it. 
Every  one  familiar  with  the  Chinese  knows  his  tendency  to  con- 
sumption and  lung  troubles.  The  teachers  in  the  public  schools  attest 
the  fact  that  the  pupils  are  profiting  much  from  the  work  in  physical 
culture,  for  their  general  health  is  improved  and  they  have  become 
more  active  in  their  class-room  work  as  a result. 

Upon  one  of  the  writer’s  visits  to  a public  school  he  found  a class 
of  sixth-grade  pupils  busily  engaged  in  unraveling  the  apparently 
tangled  skeins  of  world  trade  routes  as  depicted  upon  a commercial 
map.  The  Japanese  instructor  was  making  an  effort  to  impress  upon 
the  minds  of  the  pupils  the  position  occupied  by  Formosa  in  the 
markets  of  trade. 

To  a westerner  one  of  the  peculiarities  of  the  methods  used  in  the 
East  in  the  study  of  arithmetic  is  the  place  assigned  to  the  abacus, 
or  counting  board.  All  pupils  in  arithmetic  learn  to  count  upon  this 
instrument,  and  those  familiar  with  the  Chinese  or  Japanese  account- 


38 


EDUCATION  IN  FORMOSA. 


ant  can  bear  witness  to  the  remarkable  speed  and  accuracy  of  his 
methods  involving  the  use  of  the  abacus,  which  to  a foreigner  is  an 
incumbrance.  A number  of  public  schools  include  in  their  courses 
of  study  elementary  agriculture  and  commerce  and  a certain  amount 
of  manual  training.  During  the  year  1906,  26  schools  with  493  pupils 
included  agriculture  in  their  curricula;  3 schools  with  333  pupils 
included  courses  in  manual  training;  2 schools  with  35  pupils  in- 
cluded the  elements  of  commerce.  But  the  work  in  these  courses  is 
still  in  an  experimental  state,  and  the  department  of  education  will 
be  obliged  to  improve  and  extend  it  before  it  will  amount  to  anything. 

As  for  text-books,  among  the  boards  under  special  organization 
one  has  to  do  with  the  compilation  of  text-books.  The  public  schools 
have  been  furnished  with  the  products  of  the  work  of  this  board, 
which  are  sold  to  the  pupils  at  a price  which  simply  covers  the  cost 
of  printing.  The  series  of  readers  includes  illustrated  primers  and 
more  advanced  books  containing  much  the  same  kind  of  material 
as  that  found  in  Western  readers,  with  the  exception  that  the  read- 
ing matter  has  to  do  with  things  Chinese  and  Japanese  as  well  as 
things  Western.  For  the  study  of  Chinese,  in  the  place  of  the  ab- 
struse Chinese  classic,  the  illustrated  primers  and  readers  which  have 
been  introduced  deal  with  various  phases  of  Chinese  life,  and  must  be 
infinitely  more  interesting  to  the  Chinese  child.  However,  as  the 
Chinese  classic  is  being  rapidly  ousted  from  the  elementary  schools 
of  China,  it  is  scarcely  fair  any  longer  to  contrast  the  Japanese 
introduction  of  simple  readers  with  the  Chinese  use  of  the  ancient 
Three  Character  Classic.  The  Japanese  readers  provided  by  the 
board  include  ten  books  arranged  upon  a progressive  basis.  The 
Chinese  readers  number  six.  The  Sixth  Reader,  which  is  used  for  the 
fourth  and  fifth  year  pupils,  contains  forty  lessons,  the  majority  of 
which  contain  information  dealing  with  Formosa  and  Japan.  An 
interesting  feature  connected  with  the  lessons  in  the  Japanese  primer 
is  that  many  of  them  deal  with  matters  pertaining  to  personal  clean- 
liness and  to  the  importance  of  bathing.  In  passing,  it  might  be 
said  that  the  Japanese  authorities  are  doing  much  to  encourage  clean- 
liness on  the  part  of  a people  who  are,  in  this  respect,  the  direct 
antithesis  of  themselves.  Foreign  residents  who  have  lived  in  For- 
mosa for  some  years  notice,  on  the  part  of  the  natives,  considerable 
improvement  in  cleanliness,  which  improvement  is  due  to  the  labors 
of  the  Japanese. 

Pupils. — Pupils  to  be  admitted  to  the  public  schools  must  be  at 
least  7 and  not  more  than  20  years  of  age.  Of  the  31,823  Chinese 
children  enrolled  in  the  elementary  public  schools  during  the  year 
1906,  10,318  were  between  the  ages  of  7 and  10,  11,929  between  the 
ages  of  10  and  13,  7,102  between  the  ages  of  13  and  16,  and  2,474 
upwards  of  16.  According  to  grades,  14,484  were  enrolled  in  the  first 


EDUCATION  UNDER  THE  JAPANESE. 


39 


grade,  7,643  in  the  second,  4,528  in  the  third,  2,751  in  the  fourth, 
1,577  in  the  fifth,  and  815  in  the  sixth.  The  average  daily  attendance 
of  the  pupils  for  1906  was  66  per  cent  of  the  enrollment,  an  increase 
of  1 per  cent  over  the  figures  for  the  previous  year.  Contrasted  with 
this,  it  is  of  interest  to  note  that  the  average  daily  attendance  of  the 
Japanese  in  elementary  schools  for  the  same  year  was  90  per  cent  of 
the  enrollment.  This  is  hardly  a fair  comparison,  for  school  attend- 
ance with  the  Japanese  children  is  compulsory,  and,  moreover,  there 
are  not  among  the  J apanese  population  the  same  reasons  for  keeping 
the  children  out  of  school  as  obtain  among  the  natives.  The  bulk  of 
the  native  population  is  engaged  in  farming,  thus  during  certain 
seasons  the  parents  find  it  to  their  interest  to  take  the  children  out 
of  school  for  work  in  the  fields.  The  J apanese  population  is  centered 
in  the  cities,  and,  with  the  exception  of  a small  colony  on  the  east 
coast  engaged  in  the  growing  of  peppermint,  none  of  the  Japanese 
are  farmers.  But  aside  from  these  facts  there  is  a tendency  on  the 
part  of  the  Chinese  parent  to  take  his  child  out  of  school  for  trivial 
causes.  Chinese  festivals  and  feast  days  are  numerous,  and,  more- 
over, the  Chinese  boy  who  really  desires  to  find  an  excuse  for  absence 
from  school  has  a long  list  of  relatives  among  whom  marriage  and 
funeral  ceremonies,  not  to  mention  cases  of  illness,  are  bound  to  occur. 

As  already  mentioned,  the  teacher,  or  more  especially  the  principal 
of  the  school,  finds  the  most  difficult  part  of  his  labor  that  of  persuad- 
ing the  parents  to  send  their  children  to  school  regularly.  Various 
measures  are  adopted  to  encourage  regular  attendance.  Individual 
prizes  are  awarded  and  class  banners  are  given,  but  where  the 
Japanese  would  be  content  to  work  merely  for  a class  banner  the 
money-loving  Chinese  prefer  a reward  which  may  be  transferred  into 
cash  for  personal  use. 

Native  pupils  are  selected  from  among  the  middle  and  wealthier 
classes,  for  only  the  children  of  those  who  are  in  a position  to  con- 
tribute toward  the  support  of  a school  are  admitted.  In  addition  to 
the  tax  levied  upon  the  property  of  the  parents,  each  child  in  attend- 
ance at  the  public  schools  must  pay  a tuition  fee  which  averages 
about  35  cents  a year. 

While  the  Chinese  parents  are  gradually  beginning  to  send  their 
daughters  to  the  public  schools,  they  are  far  behind  the  Japanese 
parents  in  this  regard.  During  the  year  1906  the  enrollment  of 
Chinese  girls  in  the  public  schools  was  equal  to  but  one-seventh  of  that 
of  boys,  while  among  the  Japanese  the  number  of  boys  and  girls  in 
the  elementary  schools  was  about  equal.  In  the  lower  classes  and  in 
the  smaller  country  schools  boys  and  girls  are  taught  in  the  same 
classes,  while  in  the  larger  schools  they  are  separated  after  the  first 
year.  One  of  the  commendable  features  of  the  work  prescribed  for 
girls  is  the  sewing  class. 


40 


EDUCATION  IN  FORMOSA. 


Intellectually,  the  native  boy  seems  to  be  the  equal  of  the  Japanese. 
While  he  does  not  take  as  readily  to  instruction  in  mathematics  as 
the  Japanese  and  is  criticised  by  the  teacher  for  his  lack  of  reasoning 
power,  yet  his  linguistic  abilities  are  undoubtedly  superior  to  those 
of  the  Japanese  lad.  He  is  possessed  of  a wonderfully  retentive 
memory  and  learns  Japanese  so  readily  that  after  his  fourth  or  fifth 
year  it  is  possible  to  give  all  of  this  instruction  in  Japanese.  In 
music  the  native  boy  appears  to  be  specially  gifted,  if  one  is  to  judge 
from  the  enthusiasm  with  which  he  enters  upon  his  singing  exercises. 
Upon  one  of  the  writer’s  visits  to  public  schools,  individual  mem- 
bers of  the  second  grade  were  called  upon  to  sing  Japanese  verse 
before  the  class.  The  teacher’s  requests  were  met  with  enthusiastic 
responses,  and  the  children  upon  whom  he  happened  to  call  rose  with- 
out the  least  hesitancy  and.  with  or  without  an  accompaniment,  sang 
the  exercise. 

The  native  pupil  is  criticised  for  his  lack  of  appreciation  of  moral 
instruction ; in  fact,  it  is  said  that  he  appears  to  be  scarcely  affected 
by  the  teacher’s  exhortations  to  a better  sense  of  morals. 

One  of  the  most  hopeful  features  in  the  education  of  the  Chinese 
native  lies  in  the  interest  which  he  manifests  in  athletic  games.  The 
public  school  yard,  during  the  fifteen  minutes’  recess  at  the  end  of 
each  hour,  presents  as  animated  a scene  as  does  that  of  any  western 
school.  The  Chinese  child  loves  play  and  takes  a keen  delight  in 
all  games.  Already  interclass  and  interschool  athletic  meets  have 
been  held,  and  not  only  do  the  pupils  delight  in  them,  but  the  parents 
exhibit  a surprising  amount  of  pleasure  at  seeing  their  children  par- 
ticipate in  these  sports. 

As  for  adopting  Japanese  customs,  the  native  pupil  exhibits  no 
perceptible  signs  in  that  direction.  He  still  wears  the  queue  and 
dresses  in  true  Chinese  styltf,  for  home  influence  is  bound  strongly 
to  assert  itself,  especially  among  a people  whose  family  ties  are  so 
strongly  interwoven  as  are  those  of  the  Chinese.  The  home  influences 
and  surroundings  of  the  native  child  are  distinctly  Chinese,  and 
as  the  native  pupil  does  not  associate  with  the  Japanese  boys,  who 
have  special  schools  provided  for  them,  it  will  undoubtedly  be  years 
before  he  shows  any  signs  of  adopting  customs  other  than  those  of 
his  own  race. 

The  number  of  pupils  who  have  been  graduated  from  the  elemen- 
tary Chinese  public  schools  during  the  past  seven  years  includes 
1,803  boys  and  50  girls.  In  other  words,  about  3 per  cent  of  the 
children  who  enter  the  public  schools  graduate  therefrom.  This  low 
proportion  is  accounted  for  in  part  by  the  fact  that  graduation  does 
not  entitle  students  to  admission  to  secondary  schools,  for,  in  order 
to  enter  these  institutions,  they  must  submit  to  examination,  and  a 
fifth-year  pupil  is  eligible  to  this. 


EDUCATION  UNDER  THE  JAPANESE. 


41 


(&)  SECONDARY  SCHOOLS. 

For  the  secondary  education  of  the  native  Chinese  there  are  pro- 
vided the  following  schools:  (1)  The  Language  School,  including  a 
normal  department  and  a special  school  for  girls;  (2)  the  Medical 
School;  (3)  the  Agricultural  School;  (4)  the  Industrial  Sugar 
School.  During  the  year  1906  there  were  graduated  from  the  public 
elementary  schools  502  boys,  an  increase  of  130  over  the  previous 
year.  During  the  same  year  350  boys  applied  for  admission  to  the 
Language  School,  of  which  number  it  was  only  possible  to  accept  90 ; 
60  of  these  were  assigned  to  the  normal  and  30  to  the  academic  de- 
partment. To  the  Medical  School  over  300  applied  for  admission, 
and  only  35  could  be  accepted.  The  Agricultural  Experimental  Sta- 
tion accepts  80  new  students  each  year,  while  the  Industrial  Sugar 
School  takes  about  12.  Thus  the  secondary  schools  for  native  Chinese 
boys  accommodate  about  200  new  students  each  year. 

The  Language  School. — The  Language  School  is  under  the  direct 
control  of  the  civil  administration  and  is  supported  by  Government 
funds.  It  contains  a normal  and  an  academic  department.  Students 
are  admitted  to  either  department  upon  an  examination  covering  the 
first  five  years’  work  of  the  public  elementary  school.  Applicants 
must  be  at  least  14  and  not  over  23  years  of  age.  The  number  of 
students  admitted  to  the  normal  department  is  limited  to  from  60 
to  80  a year,  which  at  present  is  about  one-third  of  the  number  that 
apply.  This  department  aims  to  equip  Chinese  natives  for  work  as 
public  school  teachers.  The  students  live  in  dormitories  and  their 
expenses  are  met  by  the  Government.  In  return  for  this,  they  are 
bound  to  give  their  services  to  the  educational  department  for  a 
period  of  three  years  following  their  graduation.  The  prescribed 
course  of  study  embraces  four  years,  and  includes  morals,  pedagogy, 
Japanese,  Chinese,  history,  geograph}",  natural  science,  music,  manual 
training,  commerce,  and  physical  culture.  The  following  table 
(Table  5)  shows  the  number  of  hours  given  to  each  subject  : 


Table  5. — Study  schedule  for  the  normal  department  ( for  Chinese ) of  the 

Language  School. 


Subject. 

First  year. 

Second  year. 

Division  of  the  subject. 

Hours 
a week. 

Division  of  the  subject. 

Hours 
a week. 

Morals 

Morality  and  etiauette 

q 

1 

Same  as  first  year  . . . 

1 

Japanese 

9 

9 

Chinese 

Beading  and  composition.. 

3 

Same  as  first  year 

3 

History  and  geography . . . 

Geography  of  Japan 

2 

History  of  Japan 

2 

Arithmetic 

3 

Algebra  added 

3 

Natural  science 

4 

4 

Writing  and  drawing 

2 

2 

Music 

Vocal  .. 

2 

Same  as  first  year  . 

2 

Gymnastics  and  sports 



4 

4 

Total 

30 

30 



42 


EDUCATION  IN  FORMOSA. 


Table  5. — Study  schedule  for  the  normal  department  ( for  Chinese)  of  the 
Language  School — Continued. 


Third  year. 

Fourth  year. 

Subject. 

Division  of  the  subject. 

Hours 
a week. 

Division  of  the  subject. 

• 

Hours 
a week. 

Morals 

1 

Same  as  first  year 

1 

Education 

Pedagogy  and  elementary 
metaphysics. 

2 

School  management  and 
methods  of  teaching. 

,6 

Japanese 

6 

6 

Chinese 

2 

2 

History 

Japan  

2 

Mathematics 

Algebra  and  geometry 

3 

Geometry 

1 

Natural  science 

4 

2 

Writing  and  drawing 

1 

Blackboard  drawing 

1 

Music 

Use  of  musical  instruments. 

2 

Same  as  third  year 

2 

Manual  training 

2 

4 

Agriculture 

Practice 

2 

Commerce 

Elements 

2 

Same  as  third  vear 

2 

Gymnastics 

Sports  and  military  gym- 
nastics. 

3 

do 

2 

Total 

32 

29 

The  Banka  Public  School  is  utilized  as  a special  practice  school  for 
upper-class  men,  who  in  the  presence  of  normal  school  instructors 
carry  on  work  as  teachers.  Upon  graduation,  the  Chinese  students 
are  eligible  to  appointment  as  assistant  teachers  only.  During  the 
year  1906  there  were  graduated  from  the  normal  department  44 
Chinese  natives,  making  a total  of  152  since  the  establishment  of  the 
school  ten  years  ago. 

The  academic  department  of  the  Language  School  aims  to  prepare 
a certain  number  of  young  men  to  fill  positions  as  Government 
clerks  and  interpreters,  besides  affording  to  others  an  opportunity  for 
advanced  schooling.  It  accepts  students  upon  examination  only,  and 
a limited  number  are  admitted  each  year.  Applicants  for  admission 
are  presumed  to  have  completed  at  least  five  years  in  the  public  ele- 
mentary school,  and  to  be  not  less  than  fourteen  nor  more  than 
twenty-three  years  of  age.  The  school  is  located  in  the  same  com- 
pound with  the  normal  department  in  Taihoku  City.  Dormitories  are 
provided  for  the  students,  a certain  number  of  whom  are  supported 
at  Government  expense,  pledging  in  return  their  services  for  three 
years  following  their  graduation.  The  course  of  study  embraces  four 
years  and  includes  morals,  Japanese,  Chinese  composition,  history, 
geography,  arithmetic,  natural  sciences,  writing,  drawing,  music, 
manual  training,  commerce,  elementary  law,  and  gymnastics.  The 
following  table  shows  the  number  of  hours  given  to  each  subject: 


BUREAU  OF  EDUCATION 


CLASS  ROOM  IN  THE  LANGUAGE  SCHOOL. 

These  natives  are  being  trained  as  teachers  for  public  school: 


EDUCATION  UNDER  THE  JAPANESE. 


43 


Table  6. — Study  schedule  for  the  academic  department  of  the  Language  School. 


Subject. 

First  year. 

Second  year. 

Division  of  the  subject. 

Hours 
a week. 

Division  of  the  subject. 

Hours 
a week. 

Morals 

1 

1 

Japanese.  . 

9 

9 

Chinese . 

Reading  and  composition.. 

3 

Same  as  first  year 

3 

Geography  and  history ... 

Japanese  geography 

Japanese  history  added 

2 

Mathematics 

Arithmetic 

3 

Algebra  

3 

Natural  science 

Zoology  and  botany 

4 

Same  as  first  year 

4 

Drawing 

2 

2 

Music 

Vocal 

2 

Same  as  first  year 

2 

Gymnast.ins  (military) 

4 

4 

Total 

30 

30 

1 

Subject. 

Third  year. 

Fourth  year. 

Division  of  the  subject. 

Hours 
a week. 

Division  of  the  subject. 

Hours 
a week. 

Morals 

1 

1 

Japanese 

6 

6 

Chinese 

Same  as  first  vear 

2 

Same  as  first  year 

2 

History  and  geography  . . . 

! History  of  Japan 

2 

Same  as  third  year 

2 

Mathematics 

1 Geometry  ... 

3 

do 

3 

Gymnastics  (military)... 

4 

3 

Manual  training 

2 

Theory 

2 

Agriculture 

Theory  and  practice 

2 

Same  as  third  vear 

4 

Law  and  political  econ- 

Legal forms  and  bookkeep- 

4 

omy. 

ing. 

Drawing 

2 

Instrumental 

1 

Music 

i Same  as  first  year 

2 

Same  as  first  year 

1 

Natural  science 

4 

2 

Total 

30 

31 

Tennis  courts,  athletic  fields,  and  gymnastic  apparatus  are  pro- 
vided. Owing  to  the  interest  taken  by  the  native  students  in 
athletics,  their  physical  condition  is  being  much  improved.  Athletic 
and  bicycle  meets  between  the  different  schools  are  held  each  year 
and  prove  to  be  of  great  benefit. 

There  were  enrolled  76  students  during  the  year  1906.  The  num- 
ber of  graduates  from  this  department  for  the  same  year  was  6. 
Since  the  establishment  of  the  school  113  students  have  been 
graduated. 

The  girls’  school. — For  the  education  and  industrial  training  of 
girls  there  was  established  in  1898  at  Shirin  a school  which,  for 
administrative  purposes,  is  dependent  upon  the  Language  School. 
This  school  is  intended  solely  for  the  education  of  girls  and  provides 
two  courses,  namely,  course  A,  for  common  education;  course  B,  for 
domestic  sciences.  Course  A requires  three  years  for  completion  and 
prescribes  the  following  studies:  Morals,  Japanese,  arithmetic,  writ- 
ing, music,  and  sewing.  Pupils  entering  this  course  must  be  at  least 
8 years  and  not  over  14  years  of  age.  Course  B provides  for 
six  years’  work  and  prescribes  the  following  studies : Morals, 
Japanese,  reading,  writing,  arithmetic,  music,  sewing,  knitting,  arti- 
ficial flower  making,  and  embroidering.  Students  in  this  course 
range  from  12  to  18  years  of  age.  There  are  three  Japanese  teachers, 


44 


EDUCATION  IN  FORMOSA. 


one  of  whom  is  a woman,  and  one  native  Chinese  woman  teacher. 
The  native  teacher  instructs  the  younger  pupils  in  sewing,  for  which 
she  receives  $3.50  a month.  Students  are  admitted  by  examination 
and  but  a limited  number  are  accepted  each  year.  At  present  there 
are  26  pupils  enrolled  in  course  A and  24  in  course  B.  Since  1898 
there  have  been  enrolled  in  the  school  350  pupils,  of  whom  50  have 
been  graduated.  Of  these  graduates,  30  are  engaged  as  teachers  in 
the  public  schools  at  salaries  ranging  from  $2.50  to  $5  a month,  and 
the  remainder  have  married  and  live  at  home. 

The  school  is  at  present  housed  in  poor  quarters,  two  of  the  class 
rooms  having  earth  floors.  But  a new  building  is  planned  for  the 
school*  when  it  is  moved  to  Taihoku,  and  a proper  normal  department 
for  the  training  of  women  teachers  will  then  be  added.  The  work 
done  by  this  school  is  indeed  creditable,  and  when  it  is  removed  to 
more  spacious  and  better  equipped  quarters  it  may  be  expected  to  fill 
a prominent  position  among  the  schools  for  the  education  of  the 
natives. 

The  Medical  School. — When  the  Medical  School  was  opened  eight 
years  ago  the  instructors  were  obliged  to  go  among  the  Chinese  and 
labor  to  secure  students,  and,  in  spite  of  the  fact  that  the  Government 
provided  free  schooling  and  a liberal  allowance  to  cover  the  students’ 
living  expenses,  their  efforts  were  not  at  first  crowned  with  much 
success.  But  when  a few  students  were  graduated  and  the  parents 
discovered  the  splendid  opportunities  that  a medical  training  offered 
for  liberal  financial  returns,  they  were  no  longer  hesitant  about  send- 
ing their  children  to  the  school.  There  are  in  Formosa  1,700  native 
Chinese  physicians  practicing  according  to  old  Chinese  methods. 
The  object  of  the  Medical  School  is  to  replace  these  by  trained 
physicians.  The  demand  for  the  trained  native  physician  is  indeed 
good  if  we  are  to  judge  from  the  money  compensation  which  the 
graduates  of  the  Medical  School  now  receive.  The  graduates, 
numbering  75,  earn  from  $25  to  $150  a month  each.  The  wage  of 
the  Chinese  laborer  in  the  island  averages  $6  a month.  In  face 
of  the  splendid  incomes  of  these  graduates,  it  is  no  little  wonder  that 
the  money-loving  Chinaman  is  anxious  to  have  his  son  become  an 
M.  D. 

The  Medical  School  accommodates  but  35  new  students  a year. 
Although  the  regulations  of  the  school  provide  that  the  students’  en- 
tire living  expenses  and  tuition  are  to  be  defrayed  by  the  institution, 
yet  of  the  300  applicants  for  admission  at  the  beginning  of  the  pres- 
ent year  30  offered  to  pay  their  own  expenses.  So  long  as  the  regula- 
tions remain  as  they  are,  admission  will  be  determined  entirely  upon 
the  basis  of  competitive  examinations.  Of  the  158  students  at  pres- 
ent enrolled  in  the  school,  10  pay  their  own  way,  while  on  the  other 
hand  there  are  a number  who  entered  without  a penny  to  their  credit. 


BUREAU  OF  EDUCATION  BULL.  NO. 


CLASS  IN  PHYSICAL  CULTURE  IN  THE  NORMAL  DEPARTMENT  OF  THE  LANGUAGE  SCHOOL  FOR 

CHINESE  NATIVES. 


BUREAU  OF  EDUCATION 


CLASS  IN  READING  IN  THE  SHIRIN  GIRLS’  SCHOOL. 


EDUCATION  UNDER  THE  JAPANESE. 


45 


To  take  the  examination  one  must  have  the  equivalent  of  five  years’ 
training  in  the  public  schools. 

The  Medical  School  is  conducted  in  connection  with  a Japanese 
Red  Cross  Hospital  which  was  established  in  the  capital  city  several 
years  ago.  At  that  time  the  Red  Cross  Society  contributed  $25,000 
for  the  erection  of  a building  and  $2,500  a year  for  its  maintenance, 
provided  that  the  hospital  would  be  conducted  in  connection  with 
the  medical  training  school.  The  Government  has  since  taken  the 
matter  up,  and  is  now  erecting  in  the  vicinity  of  this  hospital  build- 
ings which,  when  completed,  will  have  cost  $150,000.  The  Govern- 
ment sanitary  bureau  is  also  erecting  in  proximity  to  the  Medical 
School  and  hospital,  at  a cost  of  $150,000,  a laboratory  which,  when 
#completed,  will  undoubtedly  be  the  best  of  its  kind  in  the  East.  Be- 
sides these  institutions,  there  is  a 'Government  hospital  directly  oppo- 
site the  Red  Cross  Hospital.  This  building  is  being  completed  in 
sections,  and  when  entirely  finished  will  have  cost  about  $250,000. 
Hence  the  island  is  being  furnished  with  splendid  facilities  for  a 
medical  education. 

The  school  provides  two  courses,  a preparatory  and  a regular 
course.  The  preparatory  course  covers  one  year  and  embraces  the 
following  subjects:  Morals,  Japanese,  natural  science,  geography, 
history,  arithmetic,  and  gymnastics.  The  regular  course  presupposes 
the  satisfactory  completion  of  the  preliminary  course  and  prescribes 
a course  of  study  extending  over  four  years.  While  this  course  does 
not  presume  to  be  of  as  high  a standard  as  that  which  obtains  in 
medical  schools  in  Japan,  yet  it  is,  so  far  as  circumstances  will  per- 
mit, fashioned  after  such.  A postrgraduate  course  of  one  year  is  of- 
fered and  all  are  encouraged  to  take  it.  Patients  in  the  hospital  are 
treated  free  of  charge,  which  affords  advanced  students  practical 
work  under  competent  instructors.  There  are  two  wards,  each  of 
which  accommodates  about  40  patients.  Chinese  and  Japanese  men 
and  women  occupy  the  same  wards.  The  writer  was  surprised  to  note 
that  about  one-third  of  the  students  had  cut  their  queues  because 
they  had  found  them  to  be  in  the  way. 

Upon  a student’s  graduation  he  is  presented  with  a certificate 
signed  by  the  governor-general  permitting  him  to  practice  medicine 
in  the  island.  No  one  is  permitted  to  practice  here  without  a certifi- 
cate from  the  Formosan  government,  although  a certain  proviso  was 
made  when  the  Japanese  took  possession  of  the  island  whereby  1,700 
native  physicians  were  granted  privilege  to  continue  their  practice 
under  certain  limitations.  When  the  new  buildings  are  completed 
the  school  will  be  able  to  graduate  60  students  a year.  The  number 
at  present  is  25.  Of  the  73  students  already  graduated,  43  have  taken 
the  post-graduate  course,  involving  a training  in  the  hospital.  When 
the  graduate  begins  the  practice  of  medicine  he  is  obliged  to  serve  a 


46 


EDUCATION  IN  FORMOSA. 


probationary  period  of  several  years,  during  which  time  he  is  watched 
closely  by  the  Medical  School  authorities  and  every  possible  assistance 
rendered  him.  The  institution  is  doing  a splendid  work  and  deserves 
high  commendation. 

The  Agricultural  School . — Formosa  is  and  undoubtedly  always 
will  remain  an  agricultural  colony.  The  soil  is  rich,  rainfall  abun- 
dant, and  climate  conducive  to  vegetation.  Up  to  the  time  that  the 
island  became  a possession  of  Japan  nothing  was  done  toward  the 
application  of  science  to  agriculture.  But  now  an  agricultural  ex- 
periment station  under  the  supervision  of  the  bureau  of  productive 
industries  of  the  Formosan  government  retains  a corps  of  specialists 
and  does  a splendid  work  toward  improving  agricultural  conditions 
in  the  island.  This  institution  is  located  about  3 miles  south  of  the^ 
capital  city  and  covers  an  area  of  58  acres.  The  station  is  in  charge 
of  a superintendent,  assisted  by  2 expert  teachers,  2 special  clerks, 
IT  regular  teachers,  12  regular  clerks,  and  12  laborers.  Three  of  the 
teachers  hold  degrees  as  bachelors  of  agriculture  from  agricultural 
colleges  in  Japan. 

The  station  provides  a training  school  for  Chinese  natives.  There 
are  three  courses  of  study  offered — agriculture,  veterinary  science, 
and  forestry.  A student  to  be  admitted  to  these  courses  must  be  a 
member  of  a family  owning  2J  acres  of  land,  and  must  hold  a certifi- 
cate showing  the  completion  of  the  fifth-year  class  of  the  public 
school,  which  means  that  he  must  have  a working  knowledge  of  the 
Japanese  and  Chinese  languages.  He  must  be  upward  of  17  years 
of  age,  physically  able,  and  of  good  character.  He  must  be  in  a 
position  to  be  able  to  attend  regularly  for  two  successive  years  to  the 
work  as  prescribed  in  the  course  of  study.  Candidates  for  entrance 
must  make  application  through  the  prefect  of  the  district,  who  is 
responsible  for  the  examination  and  certification  of  the  candidates. 
The  course  of  study  in  the  agricultural  department  covers  two  years 
and  embraces  the  following  subjects:  Science  of  agriculture,  ento- 
mology, pathology,  cattle  feeding,  manual  training,  and  methods  of 
teaching.  The  students  live  in  dormitories  provided  for  them;  food, 
clothing,  and  stationery  are  provided  at  their  own  expense,  while 
bedding  and  mosquito  nets  are  rented  to  them  by  the  station.  Dur- 
ing the  period  of  their  attendance  they  receive  10  cents  a day  as  a 
remuneration  for  their  labor.  It  is  said  that  a majority  of  the  stu- 
dents are  self-supporting,  some  even  doing  their  own  cooking.  Their 
daily  programme  is  something  after  the  following  manner:  5.30  a.  m. 
in  the  summer  (6  in  the  winter),  rise;  6,  inspection;  6.30,  breakfast; 
forenoon,  study;  afternoon,  practical  work;  9 p.  m.,  inspection;  9.30, 
lights  out.  Athletic  fields  are  provided  the  students  and  a room  is 
set  aside  for  medical  attendance,  which  is  furnished  free  of  charge. 


EDUCATION  UNDER  THE  JAPANESE. 


47 


For  student  experimental  purposes  1 acre  of  land  is  set  aside  for  rice 
fields,  3J  acres  for  vegetable  and  plant  garden*?,  and  1.2  acres  for  an 
orchard.  Here  the  students  practice  cultivation.  The  habits  of 
harmful  insects  an‘d  methods  of  extermination  are  studied.  A num- 
ber of  imported  cattle  are  kept  at  the  station,  and  the  feeding  and 
treatment  of  cattle  in  general  studied. 

The  practical  work  is  in  charge  of  two  teachers,  who  are  reserve 
commissioned  officers  in  the  Japanese  army,  and  the  students  are  kept 
under  military  discipline. 

Once  each  year  the  students  are  taken  on  exploring  tours  for  ob- 
servation and  study,  and  whenever  officers  from  the  station  go  on 
lecture  tours  among  the  farmers  in  the  island,  corps  of  students  ac- 
company them  to  assist  in  the  magic-lantern  exhibitions  as  well 
as  in  other  ways.  Once  every  week  the  students  assemble  together 
with  the  officers  and  teachers  of  the  station,  and  general  discussions 
upon  topics  connected  with  the  work  are  carried  on  in  Japanese. 
Here  the  students  have  an  opportunity  to  practice  their  Japanese, 
as  they  are  obliged  to  speak  in  turn  before  the  assembly,  setting  forth 
the  results  of  their  observations  and  study.  In  impromptu  speaking, 
and  in  making  an  appearance  before  a public  assembly,  the  Chinese 
student  surpasses  the  J apanese.  On  holidays  and  dujv ng  spare  hours 
they  are  encouraged  to  collect  insects. 

There  are  now  84  students  admitted  to  the  agricultural  school  each 
year.  Up  to  the  present  106  students  have  been  graduated  from  the 
agricultural  course,  the  majority  of  whom  are  engaged  in  work  con- 
nected with  the  station. 

The  products  under  experimental  cultivation  and  study  in  the 
grounds  of  this  station  are  rice,  sugar  cane,  peanuts,  China  grass, 
jute,  indigo,  tobacco,  tumeric,  sesame,  peppermint,  and  silk.  A spe- 
cial experimental  garden  for  tea  culture  is  conducted  at  An-pei-ching, 
while  another  for  tobacco  culture  is  established  at  Bioritsu. 

Up  to  the  present  the  station  has  compiled  the  following  reports : 

1.  Investigations  on  the  principal  farm  products  of  Formosa. 

2.  Agricultural  experiments. 

3.  Neat  cattle  in  Formosa,  with  some  notes  on  the  Indian  buffalo. 

4.  The  Java  potato. 

5.  Elephant-trunk  worms  which  grow  on  rice. 

6.  Description  of  farm  implements  used  in  Formosa. 

7.  Results  of  experiments  in  sericulture. 

8.  The  six  varieties  of  harmful  rice  worms. 

Numbers  4,  5,  6,  7,  and  8 have  been  translated  into  Chinese  and  dis- 
tributed among  growers. 

As  a result  of  the  station’s  experiments  in  the  growing  of  pepper- 
mint in  Formosa,  a Japanese  colony  has  been  founded  on  the  east 


48 


EDUCATION  IN  FORMOSA. 


coast  and  the  cultivation  of  this  plant  undertaken  on  a large  scale. 
The  station  is  also  experimenting  in  sericulture,  and  hopes  to  add  the 
growing  of  the  silk  worm  to  the  industries  of  the  island. 

The  veterinary  course  is  open  to  students  who  have  completed  the 
agricultural  course.  Applicants  must  be  of  at  least  19  years  of  age 
and  of  good  health.  The  course  of  study  extends  over  six  months,  and 
the  rules  pertaining  to  students  and  instruction  are  similar  to  those 
of  the  agricultural  course.  At  present  16  students  are  enrolled. 

The  course  in  forestry  is  just  being  instituted,  hence  little  can  be 
said  about  the  work  which  it  is  intended  to  cover.  Formosa  is  rich 
in  forest  products  and  there  is  an  excellent  opportunity  for  the 
student  of  forestry. 

The  Industrial  Sugar  School. — Since  the  island  became  a Japanese 
possession  much  has  been  done  by  the  administration  to  improve  and 
extend  the  cane-sugar  industry.  At  present  about  20  per  cent  of 
Japan’s  consumption  of  sugar  is  furnished  by  Formosa.  Improved 
sugar  cane  has  been  introduced  from  Hawaii  and  Java,  and  modern 
crushing  mills  are  being  erected.  This  industry  furnishes  an  excel- 
lent opportunity  for  the  operation  of  industrial  schools  in  connection 
with  it.  The  administration  has  not  overlooked  this  fact.  Under 
the  supervision  of  a Government  sugar  bureau  there  was  opened 
in  February,  1905,  an  industrial  sugar  school  in  connection  with  an 
experiment  station  for  the  training  of  apprentices  for  work  in  sugar  ‘ 
mills.  In  July,  1906,  the  Industrial  Sugar  School  and  the  analytical 
and  experiment  stations  were  consolidated  in  an  experimental  depart- 
ment of  the  sugar  bureau. 

In  this  department  native  and  Japanese  students  are  trained  as 
apprentices.  Those  who  are  admitted  to  the  school  are  expected  to 
have  had  an  elementary  education.  In  this  school  there  are  two  de- 
partments, a sugar  manufacturing  department  and  a sugar  engineer- 
ing department.  The  students  in  the  engineering  department  num- 
ber 15,  while  those  in  the  manufacturing  department  number  26. 
The  branches  of  study  include  agriculture,  physics,  chemistry, 
arithmetic,  national  language,  engineering,  sugar  manufacture,  analy- 
sis of  sugar,  management  of  stationary  engines,  implement  manu- 
facture, management  of  sugar  machinery,  and  the  cultivation  of 
sugar.  The  number  of  hours  per  week  devoted  to  each  subject  is 
given  in  Table  7.  The  course  is  the  same  for  both  departments  dur- 
ing the  first  year,  but  in  the  second  special  courses  are  given.  At 
present  no  suitable  text-books  have  been  found  for  the  use  of  the 
pupils,  hence  the  instructors  are  obliged  to  have  them  take  notes 
from  lectures  each  day. 


EDUCATION  UNDER  THE  JAPANESE. 


49 


Table  7. — Number  of  hours  per  iceelc  allotted  to  each  subject  at  the  Industrial 

Sugar  School. 

COURSE  IN  SUGAR  MANUFACTURE. 


Subject. 

First  year. 

Second  year. 

First 

period. 

Second 

period. 

Third 

period. 

First 

period. 

Second 

period. 

Third 

period. 

Agrirvnlt.nrp  _ 

3 

3 

3 

5 

5 

Physics : 

4 

4 

4 ' 



Chemistry 

4 

4 

4 

4 

Arithmetic 

5 

5 

5 

3 

3 

3 

Japanese 

' 4 

4 

4 

Sugar  manufacturing 

3 

3 

Sugar  analysis  

16 

16 

16 

Cultivation  of  sugar 





4 

2 

2 

Total 

20 

20 

1 27 

28 

i 26 

| 

ENGINEERING  COURSE. 


Agriculture 

3 

3 

3 

Phvsics 

4 

4 

4 

Chemistry 

4 

4 

4 

Arithmetic 

5 

5 

5 

3 

3 

3 

Japanese 

4 

4 

4 

Engin  eeri  ng 

3 

3 

5 

5 

Boiler  and  engine  management 

18 

8 

Manufacture  of  implements 

9 

9 

9 

Management  of  sugar  machinery.  . 

is 

9 

Total 

23 

23 

29 

39 

26 

26 

! 

1 

Prior  to  the  opening  of  a sugar  mill  by  the  station,  student  appren- 
tices in  both  courses  were  engaged  in  the  cultivation  of  cane  each  day 
from  1 to  5 p.  m.  (Saturdays  and  Sundays  excepted)  ; but  when  the 
sugar  plant  was  installed,  students  in  the  engineering  course  were 
assigned  as  assistants  in  the  installation  and  operation  of  machinery, 
while  those  in  the  manufacturing  course  were  assigned  to  work  on 
the  analysis  and  manufacture  of  sugar.  Their  work  is  carried  on 
under  the  guidance  of  competent  teachers,  who  take  the  students  on 
inspection  tours  to  native  and  improved  mills.  Recently  the  entire 
corps  of  students  has  been  engaged  in  work  in  one  of  the  large  modern 
mills  under  the  supervision  of  an  instructor,  and  this  has  proved  very 
beneficial  to  them. 

(c)  PRIVATE  SCHOOLS  FOR  CHINESE  NATIVES. 

During  the  Chinese  regime  the  Chinese  youth  had  for  the  most 
part  to  depend  upon  private  schools  for  his  instruction.  The  part 
which  these  schools  played  in  the  educational  system  during  that 
period  is  fully  set  forth  in  the  previous  section  on  “ Education  under 
the  Chinese.”  The  independent  position  occupied  by  the  private 
schools  prevented  them  from  being  affected  by  the  coming  of  the 
Japanese,  and  up  to  the  year  1898  they  occupied  much  the  same  po- 
sition with  the  native  masses  as  before.  In  that  year,  when  the  pub- 
lic school  system  was  formally  established,  certain  regulations  were 


50 


EDUCATION  IN  FORMOSA. 


made  to  bring  the  private  schools  under  Government  control  and 
supervision.  As  long  as  a complete  system  of  public  schools  was 
not  established  throughout  the  island  the  administration  deemed  it 
wisest  to  permit  the  private  schools  to  continue,  but,  if  possible,  to 
place  them  under  such  supervision  and  control  as  might  result  in 
eventually  bringing  them  up  to  a standard  approaching  that  of  the 
public  schools. 

The  important  position  still  occupied  by  the  private  schools  is 
attested  by  the  fact  that,  during  the  year  1906,  20,142  native  pupils 
were  under  instruction  in  them.  These  figures  as  compared  with 
those  for  the  year  1901  show  a decrease  of  8,000,  but  still  represent 
a number  equivalent  to  about  two-thirds  of  the  enrollment  in  the 
public  schools.  On  the  other  hand,  compared  with  the  figures  for 
the  year  1905  there  is  a slight  increase.  In  1906  there  were  986 
teachers  in  the  private  schools  as  compared  with  1,543  in  1901. 

The  regulations  pertaining  to  Chinese  private  schools  prescribe 
that  such  schools  shall  be  under  the  supervision  of  the  respective 
local  prefects;  that  the  course  of  study  as  prescribed  under  the  old 
procedure  shall  be  gradually  altered  so  as  to  include  the  Japanese 
language  and  arithmetic;  that  reports  shall  be  made  each  year  to 
the  office  of  the  prefect  setting  forth  full  particulars  as  to  the  work 
of  the  school,  student  enrollment,  and  other  matters;  and  that  cer- 
tain sanitary  precautions  shall  be  observed.  The  governor-general 
may  prescribe  the  use  of  such  text-books  as  he  may  deem  necessary, 
and  in  cases  in  which  the  schools  are  properly  managed  certain 
subsidies  may  be  granted  by  the  administration.  In  obedience  to 
the  above  regulations,  by  the  year  1906  arithmetic  had  been  intro- 
duced into  187  private  schools,  Japanese  into  112,  and  both  arithmetic 
and  Japanese  into  80.  A regulation  more  recent  than  these  pre- 
scribes that  private  schools  shall  cease  to  be  conducted  in  districts 
in  which  public  schools  are  established.  There  were  927  private 
schools  in  operation  during  the  year  1906. 

These  figures  tend  to  show  that  the  private  school  is  still  popular 
with  the  Chinese.  A parent  may  send  his  children  to  such  a school 
upon  payment  of  about  $5  a year  for  tuition,  which  is  all  he 
need  pay  toward  the  support  of  the  school.  The  average  na- 
tive private  school  makes  provision  for  about  twenty  pupils.  As 
each  child  is  a class  unto  himself,  the  parent  can  withdraw  him  from 
the  school  at  any  time  and  for  as  many  days  as  he  may  please  without 
interfering  with  his  work.  Furthermore,  the  pupil  may  give  the 
bulk  of  his  time  to  the  study  of  Chinese  in  accordance  with  the 
wishes  of  the  native  parent. 

But  for  all  this  the  native  private  school  has  little  to  commend  it. 
It  is  housed  in  poorly  lighted,  poorly  ventilated  quarters,  and  under 
the  instruction  of  poorly  trained  teachers.  The  best  that  can  be  said 


EDUCATION  UNDER  THE  JAPANESE. 


51 


for  it  is  that  it  is  distinctly  Chinese,  and  naturally  in  favor  on  that 
account  with  those  who  criticise  the  public  school  as  teaching  too 
much  Japanese  and  too  little  Chinese.  As  the  establishment  of  pub- 
lic schools  means  the  displacing  of  the  private  schools,  it  will  un- 
doubtedly not  be  many  years  before  the  native  private  school  will  no 
longer  find  a place  in  the  educational  system  of  the  island. 

G.  SCHOOLS  FOR  THE  JAPANESE. 

The  Japanese  in  Formosa  number  less  than  2 per  cent  of  the 
island’s  population.  That  comparatively  few  Japanese  have  settled 
in  Formosa  can  not  be  imputed  to  a lack  of  educational  facilities. 
The  3,850  children  of  school  age  are  being  well  cared  for;  in  fact, 
the  schools  provided  for  them  are  in  many  respects  superior  to  cor- 
responding institutions  in  Japan.  The  system  conforms  to  that  of 
the  mother  country  and  consists  of  elementary  and  secondary  schools. 

(a)  ELEMENTARY  SCHOOLS. 

That  93  per  cent  of  the  Japanese  children  of  school  age  in  Formosa 
are  under  instruction  is  due,  in  part  at  least,  to  the  fact  that  ele- 
mentary education  is  with  them  compulsory.  Elementary  schools 
are  established  throughout  those  portions  of  the  island  inhabited 
by  the  Japanese  and  are  under  the  supervision  of  the  local  pre- 
fects, as  are  the  public  schools  for  the  Chinese  natives;  the  ex- 
penses of  maintenance  are  defrayed  from  the  prefectural  treasuries, 
although  a tuition  fee  of  15  cents  a month  for  the  primary  and  25 
cents  a month  for  the  intermediate  course  is  assessed  against  each 
pupil  enrolled.  The  total  amount  of  such  tuition  fees  during  the 
year  1906  was  about  $5,000.  The  expenditures  for  the  maintenance 
of  these  elementary  schools  during  the  same  year  amounted  to  about 
$35,000,  which  sum  includes  an  item  of  $5,000  for  buildings.  In 
districts  in  which  the  Japanese  population  is  so  sparse  as  not  to  war- 
rant the  establishment  of  elementary  Japanese  schools,  arrangements 
are  made  whereby  separate  classes  for  the  instruction  of  Japanese 
children  are  provided  in  the  public  schools  for  the  Chinese.  During 
the  year  1906  fourteen  native  Chinese  schools  were  giving  special 
courses  for  Japanese  pupils,  the  221  pupils  in  these  schools  paying 
the  regular  tuition  fee. 

The  smallest  regular  elementary  Japanese  school  in  the  island  is 
that  at  Toen,  which  provides  for  41  pupils.  The  largest  is  the  Tai- 
hoku  City  School,  which  has  an  enrollment  of  about  700  pupils.  The 
Taihoku  school  cares  for  nearly  one- fourth  of  the  pupils  in  the  ele- 
mentary Japanese  schools,  and  is  a model  institution.  The  buildings 
were  erected  at  a cost  of  $40,000  and  are  remarkably  well  adapted  to 
school  purposes,  in  addition  to  being  distinctly  ornamental.  Like  all 
schools  erected  by  the  Japanese  authorities  in  the  island,  the  buildings 


52 


EDUCATION  IN  FORMOSA. 


are  so  arranged  that  each  room  occupies  the  entire  width  of  the  build- 
ing, thus  providing  excellent  lighting  and  ventilating  facilities. 
There  are  ten  class  rooms,  a large  assembly  room,  a sewing  room  for 
girls,  a room  for  scientific  apparatus  and  natural  history  specimens, 
and  proper  office  accommodations  for  principal  and  teachers.  The 
grounds  are  spacious  enough  to  provide  flower  gardens,  playgrounds, 
and  athletic  fields.  The  site  was  well  chosen,  being  the  most  favor- 
able location  in  the  outskirts  of  the  capital  city.  There  is  not  in  the 
whole  of  Japan  an  elementary  school  of  a similar  size  as  well  housed 
as  is  this. 

The  teachers  in  the  elementary  Japanese  schools  of  Formosa  re- 
ceive much  higher  pay  than  those  in  similar  schools  in  Japan.  The 
average  monthly  salary  of  the  Japanese  elementary  school  teacher  in 
Formosa  is  $25,  while  that  of  the  teacher  in  Japan  is  less  than  one- 
third  of  this  amount.  Women  teachers  are  paid  less.  Owing  to  the 
splendid  inducements  in  the  way  of  good  salaries,  the  educational 
authorities  in  the  island  experience  no  difficulty  in  securing  excellent 
material  as  teachers  in  the  elementary  Japanese  schools.  In  Japan 
the  salaries  of  the  elementary  school  teachers  depend  very  often  upon 
each  annual  budget  in  a school  district,  and,  if  the  district  is  poor,  the 
teacher  is  often  obliged  to  suffer  a reduction  in  his  allowance.  The 
teacher  in  the  elementary  Japanese  schools  in  Formosa  is  not  thus 
inconvenienced.  For  the  most  part,  the  lower  grades  in  these  ele- 
mentary schools  are  taught  by  women,  who  receive  an  average  salary 
of  about  $8.  a month. 

The  course  of  study  prescribed  for  the  elementary  Japanese  schools 
in  Formosa  is  similar  to  that  for  schools  in  Japan.  It  is  quite  neces- 
sary that  it  should  be  thus,  for  a large  number  of  children  are  con- 
stantly returning  to  or  coming  from  Japan,  and  naturally  wish  to 
continue  their  schooling  with  as  little  inconvenience  to  themselves  as 
possible.  Furthermore,  graduates  of  elementary  Japanese  schools  in 
the  island  are  received  in  Japan  on  an  equal  standing  with  the  gradu- 
ates of  the  elementary  schools  there.  As  in  Japan,  the  elementary 
gives  a primary  course  of  four  years  and  an  intermediate  course  of 
two  years.  In  the  primary  course  morals,  Japanese,  arithmetic,  mu- 
sic, and  physical  culture  are  taught,  with  sewing  lessons  added  for 
girls.  In  the  intermediate  course  Japanese  history  and  geography, 
natural  science,  and  drawing  are  taught  in  addition  to  the  subjects 
already  enumerated.  The  text-books  used  are  similar  to  those  in  use 
in  Japan.  These,  however,  are  to  be  supplemented  by  books  espe- 
cially adapted  to  Formosa. 

Children  are  admitted  to  the  elementary  Japanese  schools  between 
the  ages  of  6 and  14  years.  There  were  3,064  pupils  enrolled  in  these 
schools  during  the  year  1906,  about  one-half  of  whom  were  girls. 
Fourteen  native  Chinese  schools  were,  during  that  year,  giving 


BUREAU  OF  EDUCATION 


BULL.  NO.  5,  1908  PL.  V 


A.  TAIHOKU  CITY  ELEMENTARY  SCHOOL  FOR  JAPANESE. 

This  is  a model  institution. 


B.  TEACHERS  AND  PUPILS  OF  THE  ENZANNO  PUBLIC  SCHOOL 
FOR  ABORIGINES,  IN  KOSHIN  PREFECTURE. 


EDUCATION  UNDER  THE  JAPANESE. 


53 


special  courses  for  Japanese  children,  who  numbered  115  boys  and 
10G  girls.  The  average  daily  attendance  of  pupils  enrolled  in  the 
elementary  Japanese  schools  during  1906  was  2,763.  When  a school 
is  sufficiently  large  to  permit,  boys  and  girls  are  taught  in  separate 
classes. 

One  of  the  particularly  interesting  features  of  the  Japanese  school 
is  the  system  of  class  captains,  who  are  selected,  one  for  each  class, 
on  a basis  of  scholarship.  When  a visitor  enters  a class  room,  the 
class  captain  rises  from  his  seat,  calls  the  class  to  attention,  and  the 
members  in  obedience  to  his  orders  rise  and,  as  one  person,  salute  the 
visitor.  When  the  class  is  to  be  dismissed,  it  is  done  at  the  orders 
of  its  captain,  who  assembles  them  on  the  school  grounds  in  company 
formation  and,  when  they  are  at  attention,  gives  the  command  u fall 
out.”  Likewise  when  the  school  session  is  called  the  boys  fall  in*  under 
their  respective  class  captains  and  march  to  their  class  rooms.  Phys- 
ical culture  in  the  Japanese  school  involves  considerable  military 
drill,  which,  whenever  the  weather  wTill  permit,  is  carried  on  out  of 
doors.  The  Japanese  pupil  in  Formosa  demands  more  recreation 
and  play  than  he  would  were  he  in  a school  in  Japan,  for  climatic 
conditions  in  the  island  are  conducive  to  fevers  and  epidemics. 
Moreover,  the  pupil  in  Formosa  finds  that  he  can  not  study  so 
effectively  as  he  could  in  Japan,  hence  he  must  have  more  exercise 
and  recreation  to  keep  in  good  physical  condition. 

Another  disadvantage  to  the  Japanese  child  in  Formosa  is  the  in- 
ferior social  conditions  which  surround  him.  The  first  Japanese  to 
come  to  the  island  were  not  from  the  better  classes  and  their  moral 
standards  were  not  high,  hence  the  children  of  the  better  classes  are 
often  thrown  among  evil  associates. . The  educational  department  is 
doing  everything  possible  to  counteract  these  unfavorable  conditions, 
and,  so  far  as  the  elementary  schools  are  concerned,  the  Japanese 
pupil  is  receiving  excellent  care  from  the  educational  authorities  in 
the  island. 

(&)  SECONDARY  SCHOOLS. 

The  facilities  furnished  the  Japanese  student  for  secondary  educa- 
tion are  quite  equal,  in  point  of  excellence,  to  those  for  elementary 
training.  After  completing  his  six  years  of  primary  and  interme- 
diate school  training,  the  Japanese  boy  who  would  remain  in  For- 
mosa has  the  choice  of  entering  the  Middle  School  or  the  normal 
department  of  the  Language  School.  For  the  girls  there  is  a girls’ 
high  school. 

The  Middle  School. — A 15-acre  piece  of  ground  has  been  secured 
by  the  Formosan  government  in  proximity  to  Taihoku  City  for  the 
erection  of  buildings  and  dormitories  for  a new  middle  school  for 
the  Japanese.  The  completion  of  these  buildings  will  involve  an  ex- 


54 


EDUCATION  IN  FORMOSA. 


penditure  of  $250,000  and  will  give  to  the  island  a middle  school 
superior  to  any  in  Japan.  The  cost  of  this  project  will  be  defrayed 
from  the  government  treasury.  The  school  is  at  present  housed  in 
temporary  quarters  in  the  city.  The  students,  who  number  104,  are 
required  to  pay  a tuition  fee  of  80  cents  a month.  The  school  pro- 
vides two  departments,  which  may  be  styled  A and  B. 

Department  A makes  English  the  major  subject  and  proposes  to 
train  a limited  number  of  students  in  English  manners,  customs,  and 
ways  of  living,  besides  affording  to  them  an  academic  training. 
Baron  Goto,  late  civil  governor  in  the  island,  who  is  responsible  for 
the  founding  of  this  department,  said  that  it  was  his  purpose  in 
recommending  such  a course  to  afford  a means  whereby  Japanese 
boys  may  be  so  thoroughly  trained  in  the  English  language,  manners, 
and  customs  as  to  be  able,  at  the  completion  of  their  studies,  to  move 
about  in  foreign  society  with  ease  and  comfort ; in  a word,  to  produce 
Japanese  gentlemen  conversant  with  foreign  customs.  This  course 
is  a noteworthy  innovation  in  Japanese  methods  of  training  students 
in  a foreign  language  and  foreign  customs,  there  being  nothing  to 
correspond  with  it  in  Japan,  with  the  possible  exception  of  a private 
institution  in  Tokyo  under  foreign  management.  In  light  of  the 
many  criticisms  which  have  during  the  past  six  months  appeared 
throughout  the  Japanese  press  on  the  superficial  methods  of  foreign- 
language  instruction  in  the  middle  schools  of  Japan,  this  experiment 
in  Formosa  will  undoubtedly  be  watched  with  the  closest  attention 
by  Japanese  educationists. 

The  number  of  students  in  this  course  to  enter  each  year  is  limited 
to  30,  who  are  to  be  selected  by  competitive  examination.  Applicants 
must  be  at  least  11  years  of  age,  must  have  a training  equal  to  that 
given  in  the  elementary  Japanese  schools,  and  must  be  able  to  defray 
their  living  expenses  in  a dormitory  provided  in  the  school.  These 
expenses,  from  a Japanese  standpoint,  are  high,  being  at  least  $15  a 
month.  Students  are  required  to  live  and  dress' in  foreign  style. 
The  course  will  extend  over  six  years,  and  it  is  planned  to  have  a 
separate  dormitory  for  each  class,  which  is  to  be  composed  of  30 
members.  Each  dormitory  will  be  presided  over  by  the  head  teacher 
of  the  corresponding  class  or  form.  The  first  class  of  30  students 
was  admitted  this  year,  but  dormitory  accommodations  for  them  will 
not  be  in  readiness  until  next  April.  The  course  of  study  includes 
Japanese,  English,  Chinese,  history,  geography,  mathematics,  natural 
history,  physics,  chemistry,  drawing,  music,  manual  training,  and 
gymnastics.  The  number  of  hours  per  week  devoted  to  each  subject 
is  given  in  Table  8. 


EDUCATION  UNDER  THE  JAPANESE. 


55 


Table  8. — Middle  School  study  schedule — Department  A. 


FIRST  TERM  (3  YEARS). 


Subject. 

First  year. 

Second  year. 

Third  year. 

Division  of  the 
subject. 

Hours  per 
week. 

Division  of  the 
subject. 

Hours  per 
week. 

Division  of  the 
subject. 

Hours  per 
week. 

National  patriot- 

Requirements of  the 

1 

Same  as  first  year. 

1 

Same  as  first  year. 

1 

ism. 

nation. 

.Tn  pnnp.se 

Reading,  composi- 

4 

do 

4 

Grammar  added. . 

4 

tion,  conversation, 

and  writing. 

English 

Easy  conversation, 

9 

Translation  and 

7 

Same  as  second 

7 

pronunciation, 

grammar  added. 

year. 

spelling,  and  writ- 

Mathematics  

ing. 

Arithmetic 

4 

Algebra  added 

4 

Arithmetic,  alge- 

4 

bra,  and  geom- 

etry. 

History 

Historical  tales 

1 

Japanese  history.. 

2 

Same  as  second 

2 

year. 

Geography 

Elements 

1 

Japan  and  east 

2 

West  Asia  and 

2 

Asia. 

Japan. 

Natural  history 

do 

1 

Plants,  animals, 

1 

Same  as  second 

2 

and  minerals. 

year. 

Total 

21 

21 

22 

SECOND  TERM  (3  YEARS). 


Fourth  year. 

Subject.. 

Division  of  the 
subject. 

Hours  per 
week. 

National  patriot- 

Samp as  first  year 

1 

ism. 

Japanese  

Same  as  third  year  . . . 

3 

English 

Translation,  para- 

5 

Chinese 

phrase,  conversa- 
tion, composition, 
and  grammar. 

Same  as  English 

5 

Mathematics 

Algebra  and  geome- 

4 

History 

try. 

Oriental 

2 

Geography 

World 

1 

Natural  historv 

2 

Chemistry  and 

2 

physics. 

Total 

25 

Fifth  year. 


Division  of  the 
subject. 


Political  science. . . 

Same  as  third  year. 

Same  as  fourth 
year. 

do 

do 

Western 

Geology 

Physiology 


OJ 


1 

3 

5 


5 

4 

2 

1 

2 

2 

25 


Sixth  year. 


Division  of  the 
subject. 


Same  as  fifth  year. 

Same  as  third 
year. 

Same  as  fourth 
year. 


do 

Trigonometry 

added. 

Universal 

Physical  geogra- 
phy. 


a; 


ro ' 

3 

O 

n 


2 

3 

5 

3 

4 

2 

2 

'4 

25 


An  advanced  course  covering  two  years  will  be  provided  for  grad- 
uates. This  latter  course  is  designed  especially  to  fit  young  men  for 
positions  in  the  Government  service,  particularly  the  colonial  service. 
In  speaking  with  Mr.  Hoinjo,  the  principal  of  the  Middle  School, 
the  writer  was  informed  that  the  new  Middle  School  is  to  be  pat- 
terned, to  a certain  extent  at  least,  after  Abbott’s  Hall,  England, 
which  he  had  occasion  to  visit  a year  ago.  The  Middle  School  re- 
tains at  present  two  foreigners  as  teachers  of  English,  one  a Cana- 


56 


EDUCATION  IN  FORMOSA. 


dian  woman  and  the  other  an  American,  the  former  of  whom  is  to 
have  charge  of  the  dormitories  to  be  opened  next  April. 

Department  B,  which  is  in  reality  the  Middle  School  proper, 
requires  five  years  for  its  completion,  and  corresponds  to  the  regular 
middle  schools  in  Japan.  The  students  registered  in  this  department 
do  not  live  in  dormitories.  The  course  of  study  includes  morals, 
Japanese,  Chinese,  English,  history,  geography,  mathematics,  nat- 
ural history,  physics,  chemistry,  elements  of  law  and  economics, 
drawing,  music,  and  gymnastics.  The  number  of  hours  allotted  to 
each  subject  is  shown  in  Table  9.  An  advanced  course  covering  one 
year  supplements  the  one  just  described.  Military  drill  forms  an 
important  feature  of  the  prescribed  work  for  the  students  of  both 
departments  of  the  Middle  School,  and  is  conducted  under  the  direc- 
tion of  a former  army  officer. 

Table  9. — Middle  School  study  schedule — Department  B. 


Subject. 

First  year. 

Second  year. 

Third  year. 

Division  of  the  sub- 
ject. 

Hours  a 
week. 

Division  of  the  sub- 
ject. 

Hours  a 
week. 

Division  of  the  sub- 
ject. 

Hours  a 
week 

Morals 

1 

1 

1 

Japanese  and  Chi- 

Reading, grammar, 

Same  as  first  year . 

7 

Same  as  first  year. 

7 

nese. 

composition,  and 

writing. 

English 

Elementary  . . . 

6 

do 

6 

Grammar  added 

7 

History  and  ge- 

Japan   

3 

Asia  and  Australia 

3 

Oriental  history 

3 

ography. 

added. 

and  European 

geography. 

Mathematics 

Arithmetic 

4 

Algebra  added 

4 

Geometrv  added 

5 

Natural  history 

Minerals 

2 

Botany 

2 

Physiology,  zo- 

2 

ology,  and  sani- 

tation. 

Drawing 

Free-hand 

1 

Mechanical  added 

1 

Free-hand 

1 

Music  

Singing 

1 

Same  as  first  year . 

1 

Same  as  first  year. 

1 

Gymnastics 

Military 

3 

...  .do 

3 

do 

3 

Total 

28 

28 

30 

Fourth  year. 

Fifth  year. 

Subject. 

Division  of  the  subject. 

Hours 
a week. 

Division  of  the  subject. 

Hours 
a week. 

Mora.ls 

1 

1 

6 

Japanese  and  Chinese .... 
English 

Advanced  work  . 

6 

Same  as  fourth  year 

Same  as  third  year 

7 

Same  as  third  year  . . . 

7 

History  and  geography  . . . 
Mathematics. . 

America  and  Africa 

3 

Universal  history  and  ge- 
ology. 

Geometry  and  trigonom- 
etry. 

3 

4 

Algebra  and  geometry  .... 

4 

Natural  history 

Zoology  . . 

Physical  sciences 

Chemistry 

3 

Physics 

4 

Law  and  political  econ- 
omy. 

Drawing 

2 

Mechanical 

1 

Military  drill 

3 

3 

Total 

30 

30 

The  officers  of  the  Middle  School  consist  of  1 principal  (Shonin 
rank),  7 teachers  of  Shonin  rank  and  17  of  Hannin  rank,  a super- 
intendent of  dormitories,  and  a clerk.  The  foreign  English  teacjiers 


EDUCATION  UNDER  THE  JAPANESE. 


57 


receive  $900  and  $1,800,  respectively.  Living  quarters  are  furnished 
to  all  of  the  above  teachers.  The  school  has  not  been  established 
sufficiently  long  to  graduate  many  students,  but  during  the  year  1900 
19  were  graduated. 

The  normal  department. — There  is  connected  with  the  Language 
School  a separate  normal  department  for  the  training  of  Japanese 
young  men  as  teachers  for  the  public  schools.  Students  to  be  ac- 
cepted in  this  course  must  be  at  least  18  and  not  over  25  years  of 
age,  and  must  have  completed  a course  of  study  equal  to  that  of  the 
fourth  year  of  the  Middle  School.  The  course  of  study  extends  over 
one  year  and  includes  the  following  subjects:  Morals,  pedagogy, 
Japanese,  Formosan  Chinese,  history,  geography,  natural  science, 
music,  manual  training,  agriculture,  commerce,  and  physical  culture. 
Manual  training,  agriculture,  and  commerce  occupy  but  a small  part 
of  the  study  schedule.  This  department  graduates  about  twenty 
students  a year,  and  since  its  establishment  about  ten  years  ago  it  has 
furnished  145  teachers  for  the  public  schools  of  the  island. 

The  Girls ’ Higher  School. — There  are  more  girls  in  attendance  in 
the  elementary  Japanese  schools,  in  proportion  to  the  number  of 
school  age,  than  there  are  boys.  Girls  to  be  admitted  to  the  Higher 
School  must  be  not  less  than  12  years  of  age  and  must  have  had  an 
elementary  school  education.  The  course  of  study  prescribed  for 
this  institution  is  similar  to  that  which  obtains  in  like  schools  in 
Japan.  The  admirable  feature  of  its  curriculum  is  that  it  attaches 
great  importance  to  the  domestic  sciences.  Graduates  from  this  school 
are  received  in  Japan  on  the  same  status  as  graduates  of  Girls’  Higher 
Schools  there.  There  were  149  girls  enrolled  in  this  school  during 
the  year  1906,  which  was  64  less  than  the  number  of  boys  enrolled 
in  the  Middle  School,  and  125  more  than  the  number  of  native  Chi- 
nese girls  enrolled  in  the  Shirin  Girls’  Higher  School. 

Japanese  students  completing  the  courses  prescribed  in  the  second- 
ary' schools  above  enumerated  are  in  a position  to  enter  upon  ad- 
vanced work  in  schools  in  Japan.  The  facilities  which  the  Formosan 
government  offers  to  the  Japanese  youth  for  a first-class  common- 
school  education  are  indeed  good,  and  when  the  new  middle  school 
is  completed  the  island  will  have  a high  school  superior  to  any  in 
Japan. 

7.  SCHOOLS  FOR  ABORIGINES. 

The  savage  tribes  in  Formosa  still  occupy  and  control  the  eastern 
(mountainous)  half  of  the  island.  Their  population  is  estimated  at 
103,000.  The  question  of  bringing  this  population  under  control  and 
opening  their  lands  to  exploitation  is  one  which  is  receiving  much 
attention  from  the  administration.  A military  police  force,  made  up 
of  3,500  Japanese  police,  1,500  Chinese  native  police,  and  5,000  native 


58 


EDUCATION  IN  FORMOSA. 


coolies,  has  succeeded,  under  the  direction  of  the  superintendent  of 
police,  in  establishing  a guard  line  along  the  savage  frontier.  This 
line  has  been  advanced  from  time  to  time,  but  recently  it  was  forced 
back  by  a combined  attack  on  the  part  of  the  savages  in  the  northern 
part  of  the  island  and  much  territory  regained  to  savage  control. 
The  difficulties  with  which  the  police  have  to  contend  are  many.  The 
country  is  mountainous  and  covered  with  a dense  jungle  well  adapted 
to  the  sort  of  guerrilla  warfare  which  the  savages  indulge  in. 

The  tribes  in  the  northern  part  of  the  island  belong  to  the  Atayal 
group  of  head-hunter  savages  and  are  the  most  difficult  with  which 
to  deal,  while  the  Amis,  Taiwan,  and  Payuma  groups  in  the  eastern 
and  southern  districts  are  comparatively  peaceful.  It  is  among  these 
latter  groups  that  the  administration  is  attempting  to  establish 
schools.  Up  to  the  present  twelve  schools  have  been  opened  in  Taito 
prefecture  in  villages  along  the  east  coast  and  three  in  Koshun  in  the 
southernmost  part  of  the  island.  It  is  worthy  of  note  that  these 
schools  have  been  established  in  the  same  villages  and  among  the 
same  tribes  as  those  opened  by  Chinese  thirty-five  years  ago.  In  fact, 
as  a result  of  the  work  of  the  Chinese  school  in  one  of  the  villages 
in  Koshun,  many  of  the  members  of  one  of  the  tribes  of  the  Paiwan 
group  still  wear  the  queue  and  dress  in  Chinese  style. 

The  regulations  provide  that  no  tuition  fees  shall  be  charged,  in 
the  savage  schools.  The  expenses  of  maintenance  are  defrayed  from 
the  prefectural  treasuries.  During  the  year  1906  the  sum  of  $12,000 
was  spent  on  savage  education.  The  course  of  study  extends  over 
four  years,  and  aims  to  teach  the  children  to  read  and  write  the 
Japanese  kanna  (alphabet)  and  perform  the  simple  operations  in 
arithmetic.  Their  course  of  study  naturally  includes  much  conver- 
sational work  in  Japanese.  Music,  manual  training,  and  agriculture 
are  added  as  local  conditions  permit.  The  pupils  are  rewarded  for 
faithful  work  by  prizes  consisting  of  clothing  and  food.  The  teach- 
ers assigned  to  these  schools  number  40,  of  whom  25  are  Japanese,  8 
Chinese  natives,  and  7 savages.  They  are  paid  $272  a year  for  the 
Japanese,  $44  a year  for  the  Chinese  native,  and  $35  a year  for  the 
savage  teachers.  The  Japanese  teacher  in  a savage  village  is  recog- 
nized by  the  members  of  the  tribe  in  that  place  as  an  important  per- 
sonage. He  has  succeeded  in  winning  the  good  will  of  the  chieftain 
and  headmen,  for  many  instances  are  cited  of  these  chieftains  and 
headmen  calling  upon  the  village  school-teacher  to  act  as  arbiter  in 
their  controversies. 

There  were  996  boys  and  92  girls  enrolled  in  the  fifteen  savage 
schools  during  the  year  1906.  Of  these  pupils,  167  were  between  the 
ages  of  7 and  10  years;  565  between  the  ages  of  10  and  15;  280  be- 
tween the  ages  of  15  and  20;  29  upward  of  20  years,  and  43  of  ages 
unknown.  The  average  daily  attendance  during  the  year  was  577 


EDUCATION  UNDER  THE  JAPANESE. 


59 


for  the  boys  and  56  for  the  girls.  The  low  average  daily  attendance 
is  probably  due  to  the  fact  that,  owing  to  the  poverty  of  these  tribes, 
they  are  obliged  to  utilize  the  services  of  their  children  as  much  as 
possible  in  the  fields  which  they  till.  These  schools  have  thus  far 
graduated  47  boy's  and  1 girl.  One  of  the  graduates  subsequently 
entered  the  medical  school  in  Taihoku  City  and  did  very  creditable 
work.  The  other  graduates  are  employed  as  interpreters  and  police 
in  the  districts  in  which  they  live. 

These  tribes  prove  themselves  capable  of  being  affected  by  civiliz- 
ing influences.  The  children  make  good  progress  in  their  studies,  but 
appear  to  be  lacking  in  mathematical  ability.  The  parents  seem  to  be 
anxious  to  have  their  children  learn  to  read  and  write.  Indications 
at  present  seem  to  point  to  a successful  issue  in  the  educational  work 
among  these  tribes. 

8.  EDUCATION  UNDER  THE  JAPANESE  CONTRASTED  WITH  THAT  UNDER 
THE  DUTCH  AND  CHINESE. 

In  contrasting  education  under  the  Japanese  with  that  under  the 
Dutch  and  that  under  the  Chinese  we  should  measure  each  in  light 
of  its  peculiar  aims  and  accomplishments. 

The  Dutch  aimed  to  convert  to  Christianity  the  savage  tribes  among 
whom  they  settled,  hoping  thereby  to  better  their  trade  relations. 
Their  missionaries  came  to  Formosa  and  found  a people  (or  peoples) 
savage  and  addicted  to  vile  practices.  As  a result  of  the  thirty  years’ 
labors  of  these  missionaries  the  savage  tribes  were  given  a written 
language  and  improved  social  customs,  which  were  carried  down 
through  successive  generations,  remnants  of  which  are  to  be  found 
even  to  the  present  day.  Measured  in  the  light  of  their  day  or,  in 
fact,  in  the  light  of  to-day,  the  achievements  of  the  Dutch  mission- 
aries can  not  be  judged  otherwise  than  as  remarkable. 

Education  during  the  Chinese  regime  in  Formosa  naturally  fol- 
lowed the  trend  of  education  in  China  proper.  The  Imperial  exam- 
inations dragged  all  that  flavored  of  educational  effort  through  the 
same  ruts  year  after  year  until  one  administrative  officer,  bolder  and 
more  enlightened  than  his  predecessors,  attempted  to  lift  it  upon  a 
higher  plane — that  of  usefulness — only  to  have  his  work  so  well  begun 
suffer  at  the  hands  of  a reactionary  successor.  But  so  far  as  the 
masses  were  concerned  the  private  school  met  their  wants,  which 
fortunately  were  few. 

♦ The  really  interesting  phase  in  educational  effort  under  the  Chinese 
was  that  which  had  to  do  with  the  establishment  of  schools  among  the 
aborigines.  As  early  as  the  beginning  of  the  eighteenth  centur}"  the 
Chinese  recognized  the  utility  of  the  public  school  in  Formosa  as  a 
means  of  bringing  an  alien  race  under  subjugation.  The  schools 


60 


EDUCATION  IN  FORMOSA. 


established  among  the  tribes  which  had  previously  come  under  the 
influence  of  the  Dutch  assisted  to  hasten  the  adoption  of  Chinese  cus- 
toms by  these  tribes.  It  was  not,  however,  till  1875  that  the  Chinese 
seriously  attempted  to  subjugate  any  of  the  untamed  savages  through 
the  medium  of  the  public  school.  When,  in  that  year,  special  text- 
books for- the  instruction  of  the  savages  were  adopted,  it  appeared  as 
if  the  Chinese  had  begun  to  realize  the  fact  that  the  Three  Character 
Classic  was  doubly  meaningless  when  placed  in  the  hands  of  a savage 
child.  But  such  was  not  the  case;* for,  ten  years  later,  when  the 
enlightened  Liu  Ming  Cliuan  attempted  to  subjugate  the  tribes  of 
the  headhunter  Atayal  Group  of  savages  by  giving  them  schools,  he 
adhered  to  the  old  custom  and  prescribed  the  Chinese  Classic.  Despite 
the  apparent  crudeness  of  their  methods,  the  fact  remains  that  the 
Chinese  had  accomplished,  during  the  years  1875  to  1891,  much  in 
the  way  of  assimilating  the  savage  tribes  throughout  the  island. 

The  fact  that  when  Japan  took  possession  of  Formosa  she  found 
but  the  fragments  of  an  antiquated  Chinese  school  system,  should 
not  be  interpreted  to  mean  that  had  China  continued  in  the  posses- 
sion of  the  island  that  system  would  have  been  perpetuated.  The 
educational  revolution  which  has  swept  over  China  during  the  past 
few  years  could  not  but  have  affected  Formosa. 

When  Japan  annexed  Formosa  she  already  had  the  advantage  of 
twenty-five  years’  experience  in  modern  educational  administration. 
Before  the  island  had  been  pacified  she  set  to  work  to  establish  a 
system  of  public  instruction.  Now  after  twelve  years’  labors  we 
find  5.5  per  cent  of  the  native  Chinese  children  of  school  age  enrolled 
in  public  schools,  or  about  9 per  cent  under  instruction  in  both  public 
and  private  schools.  Statistics  of  education  in  the  Philippines  for  the 
year  1906  show  20  per  cent  of  the  children  of  school  age  enrolled  in 
public  schools,  and  about  25  per  cent  under  instruction  in  both  public 
and  private  schools. 

Public  instruction  in  Formosa  aims  to  convert  the  native  child  into 
a loyal  Japanese  subject.  It  attempts,  however,  to  reach  only  that  part 
of  the  native  Chinese  which  is  able  to  contribute  toward  the  financial 
support  of  the  schools.  The  people  are  given  schools  as  they  are  able 
to  pay  for  them.  But  when  a district  gets  a school,  it  is  a splendidly 
constructed,  well-equipped  building,  set  upon  a si?e  which  allows  of 
plenty  of  room  for  playgrounds.  The  teachers  provided  for  these 
schools  are  well  trained  and  apparently  devoted  to  their  work.  Sta- 
tistics for  the  years  1900  to  1907  show  that  the  enrollment  in  the 
public  schools  is  gradually  increasing.  (See  Tables  10  and  11,  page^ 
G3,  64.) 

The  facilities  for  the  secondary  education  of  the  native  Chinese  are 
apparently  insufficient.  A Chinese  parent,  a man  who  pays  in  taxes 
several  hundred  dollars  a year  toward  the  support  of  the  public  ele- 


EDUCATION  UNDER  THE  JAPANESE. 


61 


mentary  school  in  his  district,  when  asked  why  he  did  not  send  his 
boy  to  it,  said,  “ What’s  the  use?  If  I send  him  to  the  public  school 
he  learns  Japanese,  and  when  he  has  finished  what  use  is  it  to  him? 
11  is  chances  of  entering  a higher  school  are  very  few.”  Those  sec- 
ondary institutions  which  are  provided  are  good,  snd  so  soon  as  they 
are  in  a position  to  accommodate  much  larger  numbers  than  possible 
under  the  present  conditions,  they  will  assist  greatly  in  the  cause  of 
native  Chinese  education. 

The  public  schools  established  by  the  Japanese  are  doing  infinitely 
more  for  the  native  Chinese  girl  than  any  Chinese  school  ever  at- 
tempted to  "do.  But  the  number  of  native  girls  in  attendance  in  the 
public  schools  in  proportion  to  the  population  is  still  exceedingly  low. 
The  Chinese  parent  is  only  beginning  to  give  to  his  daughter  the  op- 
portunities which  a few  years  ago  he  deemed  appropriate  for  his  son 
only. 

The  administration  has  not  neglected  to  furnish  to  the  Japanese 
children  resident  in  the  island  splendid  facilities  for  both  elementary 
and  secondary  education.  Ninety-three  per  cent  of  the  Japanese 
children  of  school  age  in  Formosa  are  under  instruction.  The  schools 
and  the  instruction  provided  are,  on  an  average,  better  than  those 
furnished  in  Japan.  As  for  secondary  education,  the  new  middle 
school  will  eclipse  anything  of  a like  nature  in  the  mother  country, 
and  will  afford  the  graduates  of  the  elementary  schools  splendid  facil- 
ities for  advanced  education. 

As  regards  the  aborigines,  schools  are  being  provided  for  the  chil- 
dren of  the  peaceful  tribes  only.  According  to  the  policy  of  the  ad- 
ministration, subjugation  must  precede  education.  This  is  perhaps 
the  safest  policy.  The  savage  problem  in  Formosa  is  one  which  pre- 
sents great  difficulties,  and  it  will  undoubtedly  be  some  years  before 
the  administration  will  have  succeeded  in  placing  the  savage  tribes 
under  control. 

Thus  it  may  be  said  for  education  under  the  Japanese  that  the 
quality  of  the  facilities  furnished  is  excellent.  It  may,  however,  be 
criticised  in  that  it  does  not  pretend  to  reach  the  native  masses.  The 
Emperor’s  decree  of  1871  in  regard  to  education  does  apply  to  the 
Japanese  resident  in  the  island,  but  it  can  not  yet  be  said  that  it  is 
intended  to  embrace  the  native  Chinese  population.  To  convert 
3.000,000  Chinese  into  loyal  Japanese  subjects — in  a word,  to  “ Ja- 
panize  ” them,  is  indeed  an  ambitious  aim.  Formosa’s  proximity  to 
China  and  the  overwhelming  preponderance  of  Chinese  in  the  island 
are  factors  which,  combined  with  the  strong  racial  characteristics  of 
the  Chinese,  make  one  hesitate  to  express  a favorable  opinion  upon 
the  subject.  The  Japanese  in  official  positions  in  the  island  are  by 
no  means  unanimous  in  an  assertion  of  Japan’s  ability  to  Japanize 


62 


EDUCATION  IN  FORMOSA. 


the  natives.  It  is  a question  which  time  alone  can  answer.  In  the 
meanwhile,  other  nations  will  watch  with  interest  Japan’s  labors  in 
that  direction. 

Expenditure  for  education  for  the  year  1906. 

FOR  THE  LANGUAGE  SCHOOL,  INCLUDING  THE  EXPENSES  OF  THE  MIDDLE  SCHOOL,  THE 
SCHOOL  FOR  NATIVE  GIRLS,  THE  GIRLS’  HIGHER  SCHOOL,  AND  TEACHERS’  SALARIES 
IN  THE  BANKA  PUBLIC  SCHOOL. 

Yen. 

Teachers’  salaries 52,  852. 14 

Traveling  expenses  of  teachers 2,  050.  75 

Foreign  teachers  (English) . 4,821.33 

Students  at  government  expense 30,  201.  07 

Expenses  of  maintenance 10,  048.  07 

Repairs _• * 3,  599.  95 

Miscellaneous  expenses 6,  963.30 

Total 110,626.61 

ELEMENTARY  SCHOOLS  FOR  JAPANESE. 

Teachers’  salaries 34,  492.  80 

Traveling  expenses  of  teachers 1,  907.  93 

Maintenance  expenses 9,  859.  36 

Repairs 4,  305. 15 

Miscellaneous  expenses , 7,  368.  91 

Total 57,  934. 15 

PUBLIC  SCHOOLS  FOR  CHINESE  NATIVES. 

Teachers’  salaries 1 244,  752.  38 

Teachers’  traveling  expenses 12, 176.  06 

Total  a : „ 256,928.44 

PUBLIC  SCHOOLS  FOR  SAVAGES. 

Teachers’  salaries 13,  430.  45 

Traveling  expenses  of  teachers 868.  90 

Maintenance  and  repairs 5,  642.  20 

Miscellaneous  expenses 3,  404.  85 

Total 23,  346.  40 

SUMMARY. 

Language  school 110,  626.  61 

Elementary  schools  for  Japanese 57,  934. 15 

Public  schools  for  Chinese  natives 256,  928.  44 

Public  schools  for  savages 23,  346.  40 

Grand  total 448,  835.  60 

Note. — The  Japanese  yen  exchanges  at  the  rate  1 yen  = $0,498  United  States  gold. 

Of  the  above  items,  the  expenditures  for  the  Language  School, 
which  include,  besides  the  Language  School  proper,  the  Middle 
School,  the  Girls’  Higher  School,  and  the  Shirin  Girls’  School,  are 


All  other  expenses  are  met  from  the  district  funds  for  the  purpose. 


EDUCATION  UNDER  THE  JAPANESE. 


63 


met  from  the  insular  treasury;  the  expenditures  for  the  elementary 
schools  for  Japanese  are  met  from  the  prefectural  treasuries;  those 
for  the  public  schools  for  Chinese  natives  are  met  from  local  taxes 
(for  teachers’  salaries  and  traveling  expenses),  revenues  from  school 
properties,  and  contributions;  those  for  the  public  schools  for  savages 
from  the  prefectural  treasuries.  Tuition  fees  in  all  cases  go  toward 
the  support  of  the  schools  from  which  they  are  collected. 

It  is  to  be  noted  that  in  the  items  set  forth  under  the  head  of  expend- 
itures for  public  schools  for  Chinese  natives  there  are  included  but 
the  two  items,  “ teachers’  salaries  ” and  “ teachers’  traveling  ex- 
penses.” These  items  are  met  from  the  local  prefectural  treasuries, 
while  those  for  the  maintenance,  repair,  and  upkeep  of  the  school  are 
defrayed  from  the  local  tax  assessments  and  properties  belonging  to 
the  school. 


Table  10. — School  statistics  for  the  year  1906. 


Kind  of  school. 

Number  of 
schools. 

Teachers. 

Pupils. 

Pupils  entered  dur- 
ing the  year. 

Graduates 
during  the 
year. 

Male. 

| Female. 

Total. 

3 

Female. 

Total. 

Male. 

Female. 

Total. 

Male. 

Female. 

Total. 

Public  schools  for 

Chinese  natives... 

180 

681 

57 

738 

27,862 

3,961 

31,823  ; 

12, 920 

2,149 

15,069 

519 

16 

535 

Public  schools  for 

savages 

15 

40 

40 

996 

92 

1,088 

362 

55 

417 

47 

1 

48 

Banka  Public 

School  a 

1 

13 

1 

14 

324 

134  ! 

458 

175 

74 

249 

16 

4 

20 

Shirin  Girls’  School.. 

1 

1 

3 

4 

24  | 

24 

5 

5 

6 

6 

Elementary  schools 

for  Japanese 

14 

55 

29 

84 

1,684 

1,601  1 

3,285 

1,074 

1,051 

2, 125 

239 

252 

491 

Higher  Girls’  School. 

for  Japanese 

1 

5 

6 

11 

149 

149 

81 

’ 81 

Middle  School,  for 

Japanese 

1 

213 

213 

109 

109 

19 

19 

Language  School: 

Normal  depart- 

ment— 

Chinese  na- 

tives   

1 

197 

197 

99 

99 

44 

44 

Japanese 

41 

41 

20 

20 

20 

20 

20 

20 

Academic  depart- 

ment— 

Chinese  na- 

tives  

76 

76 

31 

31 

6 

6 

Miscellaneous 

schools  b 

13 

55 

8 

63 

430 

78 

508 

455 

• 30 

485 

36 

17 

53 

Private  Chinese 

schools 

914 

916 

916 

19, 584 

331 

19,915 

15,214 

24*2 

'15,456 

Total 

1,141 

1,807 

104 

1,911 

51, 394 

6,  370 

57,764 

30, 459 

3,687 

34, 146 

963 

296 

1,259 

a Banka  School  is  in  reality  a public  Chinese  school,  and  the  figures  given  above  for 
this  school  may  well  be  included  in  those  for  public  schools  for  Chinese  natives. 

6 The  item  ‘‘miscellaneous  schools”  includes  private  schools  for  Japanese,  a night 
school,  a special  law  school  (private),  and  missionary  schools. 


64 


EDUCATION  IN  FORMOSA, 


Table  11. — School  statistics  for  the  years  WOO  to  W06,  inclusive. 


Y ear. 

Num- 
ber of 
schools. 

Teachers. 

Pupils  enrolled. 

Male. 

Fe- 

male. 

Total. 

Boys. 

Girls. 

Total. 

1900 

1,624 

1,993 

42 

2,035 

40,050 

1,906 

41,916 

1901 

1,712 

2, 203 

47 

2, 250 

46, 386 

2,682 

49, 068 

1902 

1,800 

2, 337 

65 

2,402 

50,  200 

3, 221 

53, 421 

1903 

1,550 

2, 195 

71 

2,266 

48, 662 

3,881 

52, 543 

1904 

1,270 

1,861 

77 

1,938 

45, 095 

4,490 

49,585 

1905 

1,259 

1,892 

92 

1,984 

46, 476 

5,444 

51,920 

1906 

1,140 

1,807 

104 

1,911 

51,394 

6,370 

57, 764 

Year. 



Students  entered  during 
year. 

Graduates  during  the 
year. 

Boys. 

Girls. 

Total. 

Boys. 

Girls. 

Total. 

1900  

8,478 

1,258 

9,736 

208 

45 

253 

1901 

9,040 

1,501 

10, 541 

112 

38 

150 

1902  

12,497 

2, 012 

14, 509 

451 

69 

520 

1903  

10,199 

2, 058 

12, 257 

302 

87 

389 

1904  

27, 133 

2, 681 

29, 814 

638 

237 

875 

1905  

25, 686 

3, 261 

28,947 

737 

230 

967 

1906  

30, 549 

3,687 

34, 146 

963 

296 

1,259 

The  figures  above  include  all  classes  of  schools  entered  in  Table  10, 
but  do  not  include  the  Medical  School,  the  Agricultural  School,  or 
the  Industrial  Sugar  School.  These  are  considered  separately. 


APPENDIX 


MISSIONARY  SCHOOLS. 

A report  upon  education  in  Formosa  would  be  incomplete  without  a descrip- 
tion of  the  splendid  work  done  by  the  foreign  missionary  societies. 

(a)  THE  SPANISH  MISSION. 

Considering  the  proximity  of  Formosa  to  the  Philippine  Islands,  it  is  not 
strange  that  Spain  should  have  sent  her  missionaries  to  the  island  as  early 
as  1626.  From  1626  to  1642  Dominican  friars  carried  on  missionary  work 
among  the  Pepohuans,  or  peaceful  savages  of  the  plains,  in  the  vicinity  of 
Kelung.  The  field  of  their  labors  embraced  the  country  lying  within  a radius 
of  20  miles  from  Kelung.  Churches  were  established  in  ten  different  vil- 
lages, and  during  the  sixteen  years  which  the  mission  operated  in  Formosa 
ten  fathers  and  three  brothers  of  the  Dominican  order  had  come  to  the  island. 
A school  was  opened  on  Palm  Island,  in  Kelung  Harbor,  about  the  year  1630, 
and  enrolled  at  one  time  as  many  as  400  pupils.  This  school  aimed  to  teach 
the  savages  to  read  and  write  their  own  language  in  romanized  characters, 
with  the  object  in  view  of  preparing  them  for  work  in  the  church.  The  edu- 
cational work  of  the  mission  was  confined  to  this  one  institution. 

During  the  year  1642  the  Dutch  drove  the  Spanish  from  the  island,  and  it 
was  not  until  the  year  1710  that  any  of  the  Spanish  missionaries  returned. 
During  that  year  Father  Manilla  visited  North  Formosa,  and  reported  finding 
one  of  the  descendants  of  the  Pepohuans,  who  had  come  under  the  influence 
of  the  Spanish  mission  prior  to  the  year  1642,  who  was  able  to  read  and  write 
the  romanized  native  language.  It  was  not,  however,  until  the  year  1850  that 
the  Spanish  mission  was  reestablished  in  Formosa.  By  that  time  all  vestiges 
of  the  labors  of  their  early  missionaries  had  been  entirely  obliterated.  During 
the  year  1850  two  Dominican  fathers  settled  at  Takao,  South  Formosa,  and 
opened  there  a church  and  school. 

Up  to  the  present  churches  have  been  established  in  20  villages  throughout 
the  island.  Twelve  Dominican  fathers  are  in  charge  of  these  churches.  At 
Cheng  King,  in  the  vicinity  of  Takao,  there  was  established,  in  1S94,  a girls’ 
school  and  orphanage,  which  was  placed  in  charge  of  a nun  who  was  sent  from 
Manila  for  that  purpose.  Since  then  two  more  nuns  have  come  from  Manila  to 
assist  at  this  girls’  school.  Chinese  girls  of  poor  parents  or  without  parents 
are  cared  for  in  this  institution.  They  are  trained  as  housewives  and  married 
to  members  of  the  church,  or  as  teachers  for  the  school.  There  are  at  present 
50  girls  in  the  school.  About  10  miles  south  of  Taichu  there  is  a school  for  the 
training  of  young  men  for  positions  in  the  church.  This  institution  has  an 
enrollment  of  28  students,  and  is  under  the  charge  of  two  fathers,  assisted  by 
two  Chinese  teachers.  The  course  of  study  extends  over  five  years.  These 
two  schools  are  the  only  educational  institutions  at  present  conducted  by  the 
, Spanish  mission. 


65 


66 


EDUCATION  IN  FORMOSA. 


(7>)  THE  ENGLISH  PRESBYTERIAN  MISSION. 

As  for  Protestant  missions,  tlie  English  Presbyterian  Mission  considers  South 
Formosa  its  field  of  labor,  while  the  Canadian  Presbyterian  Mission  cares  for 
North  Formosa.  The  English  Presbyterian  Mission  was  established  in  South 
Formosa  during  the  year  1865.  Its  native  chapels  now  number  about  80. 
Up  to  the  year  1883  all  educational  work  in  this  mission  was  confined  to  train- 
ing young  men  for  the  ministry.  During  that  year  Mr.  George  Ede  came  to 
Formosa  to  take  charge  of  mission  schools.  After  two  years’  training  in  the 
native  Chinese  dialect,  he  opened  a school  in  Tainan,  which  was  named  the 
Tainan  High  School.  In  1894  a special  building  was  provided  for  the  school. 
It  accommodated  50  pupils.  This  school  is  at  present  under  the  direction  of 
Mr.  F.  It.  Johnson,  assisted  by  three  Chinese  and  one  Japanese,  who  give  half 
their  time  to  the  school.  Instruction  is  given  in  Chinese,  history,  geography, 
arithmetic,  and  Japanese,  the  latter  subject  being  taught  in  response  to  the 
Formosan  government  regulations  pertaining  to  private  schools  under  foreign 
management.  English  is  taught  to  those  only  who  pay  a special  fee  in  addi- 
tion to  the  regular  fee  of  $10  a year.  The  school  has  at  present  an  enrollment 
of  48  resident  male  students.  It  accepts  graduates  of  elementary  schools  pro- 
vided by  the  mission.  These  elementary  schools,  or  “ local  congregational 
schools,”  aim  to  reach  the  children  of  the  local  congregations.  There  are  at 
present  10  of  these  schools.  The  curriculum  provides  a six-year  course  em- 
bracing the  following  subjects:  Chinese  (reading  of  the  classics),  reading  and 
writing  of  the  romanized  Chinese,  arithmetic,  geography,  and  the  Scriptures. 
Each  of  these  schools  has  one  Chinese  teacher,  and  there  are  between  300  and 
400  children  under  instruction. 

The  mission  also  provides  a girls’  school,  which  was  established  in  1887. 
It  accommodates  50  resident  students.  At  present  there  are  49  living  at  the 
school.  The  English  women  connected  with  the  mission  have  charge,  assisted 
by  native  women  teachers.  The  curriculum  covers  the  following  subjects: 
Chinese,  reading  and  writing  romanized  Formosan  Chinese,  arithmetic,  Japan- 
ese, history,  geography,  Scriptures,  and  domestic  science.  A Chinese  and  a 
Japanese  teacher  give  a few  hours  a week  to  teaching  in  this  school. 

In  addition  to  the  girls’  school  there  is  a women’s  school,  where  Christian 
women  can  live  for  a year  or  two  for  the  purpose  of  receiving  instruction  in 
reading  the  Scriptures.  There  are  at  present  10  women  living  in  this  institution. 

The  training  of  young  men  for  the  ministry  has  received  the  attention  of 
the  mission  from  the  time  of  its  establishment  in  the  island.  In  1880  the 
first  building  for  that  purpose  was  erected.  It  accommodated  13  students 
and  1 tutor.  During  the  year  1903  the  present  building  was  opened.  It 
accommodates  40  students,  but  the  number  in  actual  attendance  averages  about 
25.  This  school  is  under  the  charge  of  the  Rev.  Thomas  Barclay,  who  came 
to  Formosa  in  1874  to  join  the  mission.  Besides  a Chinese  tutor,  one  Chinese 
and  one  Japanese  teacher  give  half  of  their  time  in  teaching  in  this  institu- 
tion. The  curriculum  includes  the  Bible,  theology,  church  history,  etc.,  and 
arithmetic,  Chinese,  Japanese,  and  singing.  The  course  extends  over  four 
years.  For  practical  training  the  students  preach  each  Sunday  at  stations  in 
proximity  to  the  school.  They  are  allowed  $2.25  a month  each  to  cover  their 
expenses;  married  students  are  allowed  a trifle  more. 

There  are  connected  with  the  mission  three  hospitals,  each  of  which  is 
under  the  charge  of  a foreign  physician.  These  hospitals  accept  a certain 
number  of  native  young  men  for  training.  Classes  are  provided  for  theoret- 
ical instruction.  Many  of  the  graduates  of  these  hospitals  are  doing  splendid 
work  as  practicing  physicians  among  the  natives.  Now  that  the  Government 


APPENDIX. 


67 


authorities  permit  only  the  graduates  of  the  Government  Medical  School  to 
become  practitioners,  there  are  fewer  openings  for  the  students  trained  in  these 
hospitals. 

For  many  years  the  mission  has  been  publishing  a monthly  paper  in  roman- 
ized  Formosan,  which  circulates  among  the  native  members  of  the  church  and 
undoubtedly  exerts  a beneficent  educating  influence. 

(C)  THE  CANADIAN  PRESBYTERIAN  MISSION. 

The  Canadian  Presbyterian  Mission  established  itself  in  Tamsui,  North  For- 
mosa, in  1872.  It  has  now,  distributed  throughout  the  northern  half  of  the 
island,  60  chapels  with  medical  dispensaries  attached.  It  maintains,  at 
Tamsui,  a school  known  as  Oxford  College,  where  native  young  men  are 
trained  as  clergymen.  A course  of  study  similar  to  that  prescribed  in  the 
Tainan  theological  school  obtains  here.  In  addition  to  the  theological  college, 
the  mission  also  conducts  a girls’  school  and  a hospital.  It  is  at  present  prepar- 
ing to  extend  the  scope  of  its  educational  work  by  the  erection  of  a building 
for  school  purposes  in  the  vicinity  of  the  capital  city. 


From  an  educational  point  of  view,  the  missionary  societies  in  Formosa 
have  been  responsible  for  teaching  thousands  to  read  and  write  their  own  lan- 
guage, besides  affording  to  many  a modern  common  school  education.  The 
British  societies  have,  in  addition  to  their  educational  work,  given  to  the 
natives  free  medical  attendance.  Now  that  the  Japanese  are  establishing 
modern  schools  and  hospitals  throughout  the  island,  it  would  appear  that 
the  labors  of  the  missionaries  in  educational  work  would  be  less  pronounced 
in  the  future  than  in  the  past ; but,  as  the  public  school  is  at  present  designed 
to  reach  only  those  who  are  in  a position  to  pay  for  its  privileges,  there  is 
still  room  for  the  mission  school. 


INDEX 


Aborigines,  of  Formosa,  education  of,  21;  schools 
for,  11,  57. 

Academic  department  of  language  school,  time- 
table, 43. 

Administration  of  schools  in  Formosa,  32. 

Agricultural  school  in  Formosa,  41,  46. 

Agriculture,  taught  in  schools  of  Formosa,  36; 
in  the  industrial  sugar  school,  49.  / 

Algebra  taught  in  language  school,  42;  in  middle 
school,  55,  56. 

American  consulate,  Tamsui,  Formosa,  7. 

Arithmetic,  taught  in  schools  of  Formosa,  36;  in 
language  school,  41;  in  middle  school,  56;  in  the 
industrial  sugar  school,  49. 

Arnold,  Julean  H.,  1,  5,  7. 

Banka  Public  School,  Formosa,  42. 

Bookkeeping  taught  in  language  school,  43. 

Botany,  taught  in  academic  department  of  lan- 
guage school,  43;  in  middle  school,  56. 

Bulletins,  published  by  Bureau  of  Education,  3. 

Building  and  equipment  of  schools  in  Formosa,  33. 

Bureau  of  Education,  bulletins  published,  3. 

Canadian  Presbyterian  mission,  67. 

Census  returns,  in  Formosa,  31. 

Chemistry,  taught  in  middle  school,  55;  in  the  in- 
dustrial sugar  school,  49. 

Chen  Lao  Wen,  21. 

Children,  enrolled  in  schools,  31;  of  school  age,  in 
Formosa,  31. 

Chinese,  the,  summary  of  their  educational  work, 
26. 

Chinese,  taught  in  schools  of  Formosa,  36;  in  lan- 
guage school,  41;  in  middle  school,  55,  56. 

Chinese  natives,  private  schools  for,  49;  training 

' of,  46. 

Clergy,  native,  proposed  college  for,  13. 

College,  for  training  native  clergy,  13. 

Commerce,  taught  in  schools  of  Formosa,  36;  in 
language  school,  42. 

Comparison,  between  education  under  the  Dutch, 
the  Chinese,  and  the  Japanese,  59. 

Condition  of  Formosa,  under  the  Dutch,  9;  under 
the  Chinese,  15;  under  the  Japanese,  28. 

Conquest,  educational,  of  the  Far  East,  7. 

Course  of  study,  in  schools  of  Formosa,  35;  for 
elementary  schools,  52. 

District  schools  in  Formosa,  17. 

Dutch  East  India  Company,  9. 

Drawing,  taught  in  language  school,  41;  in  middle 
school,  56 

Dutch,  the,  results  of  their  labors  in  Formosa,  14. 

Education,  among  the  tribes  in  Formosa,  23. 


Education,  in  Formosa,  under  the  Dutch,  9;  under 
the  Chinese,  15;  under  the  Japanese,  28;  of  girls, 
in  Formosa,  43;  of  the  Chinese,  (a)  object.  16; 
(b)  system  of  control,  17;  district  schools,  17; 
savage,  under  governor  Ming  Chuan,  24;  under 
the  Dutch,  Chinese,  and  Japanese  compared,  59. 

Elementary  schools,  in  Formosa,  31;  for  Japa- 
nese, 51. 

English,  taught  in  middle  school,  55,  56. 

English  Presbyterian  mission,  66. 

Enrollment  in  schools  of  Formosa,  31. 

Establishment,  of  district  schools  in  Formosa,  17; 
of  educational  system,  by  the  Japanese,  29. 

Etiquette,  taught  in  language  school,  41. 

Examinations,  imperial  Chinese,  18. 

Expenditure,  for  education  in  Formosa,  in  1906, 
62;  for  schools  for  aborigines,  62;  for  schools  for 
Chinese,  62;  for  schools  for  Japanese,  62;  for  the 
language  school,  62. 

Formosa,  aborigines  of,  11;  education  in,  under 
the  Dutch,  9;  under  the  Chinese,  15;  under  the 
Japanese,  28;  educational  system,  7;  inhabit- 
ants of,  9. 

Geography,  taught  in  language  school,  41;  in 
middle  school,  55,  56;  physical,  taught  in  middle 
school,  55. 

Geology,  taught  in  middle  school,  55. 

Geometry,  taught  in  language  school,  42;  in  mid- 
dle school,  55,  56. 

Girls’  higher  school,  57. 

Girls’  language  school,  43. 

Graduates,  in  Formosan  schools,  in  1906,  63;  from 
Chinese  schools  in  Formosa,  40. 

Grammar,  Japanese,  taught  in  middle  school,  55, 
56. 

Gymnastics,  in  schools  of  Formosa,  36;  in  lan- 
guage school,  41 ; in  middle  school,  56. 

Higher  schools,  for  girls,  57. 

History,  taught  in  language  school,  41;  in  middle 
school,  55,  56. 

Industrial  Sugar  School,  in  Formosa,  41,  48. 

Inhabitants  of  Formosa,  9. 

Instruction,  religious,  in  Formosa,  12. 

Japan,  status  of  education  in,  28. 

Japanese,  taught  in  schools  of  Formosa,  36;  in  the 
industrial  sugar  school,  49;  in  language  school, 
41;  in  middle  school,  55. 

Japanese  customs,  adopted  by  native  pupils,  40. 

Japanese  history,  taught  in  language  school,  43;  in 
middle  school,  55,  56. 

Japanese  Bed  Cross  Hospital,  in  Formosa,  45. 

Koxinga  and  his  successor,  15. 


69 


70 


INDEX, 


Language  school,  in  Formosa,  41. 

Law,  a study  in  academic  department  of  language 
school,  43;  taught  in  middle  school,  56. 

Lewis,  Robert  E.,  7. 

Letter  of  transmittal,  5. 

Liu  Ming  Chuan,  Governor,  19. 

Location,  of  schools  in  Formosa,  24,  27. 

Maintenance  of  schools,  32. 

Management,  of  boiler  and  engine  taught,  49;  of 
sugar  machinery  taught,  49. 

Manual  training,  in  schools  of  Formosa,  36;  in  lan- 
guage school,  42. 

Mathematics,  taught  in  language  school,  42;  in 
middle  school,  55,  56. 

Medical  school,  in  Formosa,  41,  44. 

Metaphysics,  taught  in  language  school,  42. 

Methods  of  instruction,  in  Formosa,  11;  taught  in 
language  school,  42. 

Middle  school,  for  Japanese  in  Formosa,  53. 

Missionary  schools,  in  Formosa,  65. 

Missionary  work,  Dutch,  in  Formosa,  11. 

Morals,  taught  in  schools  of  Formosa,  36;  in  lan- 
guage school,  41;  in  middle  school,  56. 

Music,  taught  in  schools  of  Formosa,  36;  in  middle 
school,  56. 

Natural  history,  taught  in  middle  school,  55,  56; 
taught  in  language  school,  41. 

Normal  department,  of  middle  school,  57. 

Patriotism,  taught  in  middle  school,  55. 

Pedagogy,  taught  in  language  school,  42. 

Physics,  taught  in  the  industrial  sugar  school,  49; 
taught  in  middle  school,  55,  56. 

Physiology,  taught  in  middle  school,  55,  56. 

Political  economy,  in  academic  department  of  lan- 
guage school,  43;  in  middle  school,  55,  56. 

Presbyterian  mission,  English,  66;  Canadian,  67. 

Private  schools,  in  Formosa,  19;  for  Chinese  na- 
tives, 49. 

Public  schools,  established  by  the  Chinese  in  For- 
mosa, 27. 


I Pupils,  in  Formosa,  statistics,  63;  of  elementary 
schools,  52;  in  public  schools  of  Formosa,  38. 

Results,  of  the  labors  of  the  Dutch  in  Formosa,  14. 

Rules,  for  religious  instruction,  12;  for  the  training 
of  native  clergy,  13. 

School  age,  children  of,  31. 

School  management,  taught  in  language  school,  42. 

School  statistics  of  Formosa  for  1906,  63. 

Schools,  for  aborigines  in  Formosa,  57;  for  Japan- 
ese, in  Formosa,  51;  for  natives, in  Formosa,  31; 
for  savages,  established  by  the  Chinese,  28. 

Schools  in  Formosa,  in  1735,  22;  language  school, 
41;  medical  school,  44;  agricultural  school,  46; 
industrial  sugar  school,  48;  girls’  school,  43. 

Secondary  schools  for  Chinese  in  Formosa,  41;  for 
Japanese,  53. 

Sewing,  taught  in  schools  of  Formosa,  36. 

Singing,  taught  in  middle  school,  56. 

Spanish  mission,  in  Formosa,  65. 

Sports,  in  language  school,  41. 

Statistics,  of  the  schools  in  Formosa  in  1906,  63. 

Study  schedule,  for  native  Chinese,  36;  for  normal 
department  of  language  schools,  41;  of  middle 
school,  in  Formosa,  55. 

Subjects,  taught  in  agricultural  school,  in  For- 
mosa, 47. 

Sugar,  analysis,  cultivation,  manufacture  of, 
taught,  49. 

Summary  of  education  under  the  Chinese,  26. 

Teachers  of  elementary  schools,  33;  Japanese,  34, 
52;  statistics,  63. 

Text-books,  in  the  schools  of  Formosa,  35. 

Time-tables  of  schools  in  Formosa,  20,  36;  of  lan- 
guage schools,  41. 

Trigonometry,  taught  in  middle  school,  55,  56. 

Tuition,  free  in  schools  for  aborigines,  58. 

Writing,  taught  in  language  school,- 41. 


Zoology,  taught  in  academic  department  of  lan- 
guage school,  43;  in  middle  school,  56. 


UNITED  STATES  BUREAU  OF  EDUCATION 

BULLETIN,  1908:  NO.  6 WHOLE  NUMBER  389 


THE  APPRENTICESHIP  SYSTEM 

IN  ITS  RELATION  TO 

INDUSTRIAL  EDUCATION 

By  CARROLL  D.  WRIGHT 

PRESIDENT  OF  CLARK  COLLEGE 
WORCESTER,  MASSACHUSETTS 


WASHINGTON 

GOVERNMENT  PRINTING  OFFICE 
1908 


CONTENTS. 


Page. 

Letter  of  transmittal 5 

Introductory  note 7 

A combination  of  apprenticeship  and  academic  education  needed 9 

Description  of  the  systems  which  have  developed 12 

Origin  of  the  modern  apprenticeship  system 14 

Extent  of  the  apprenticeship  system 17 

The  United  States 17 

Austria 19 

Belgium - 21 

Germany 22 

Switzerland 23 

France 23 

Hungary 24 

Statutory  regulations  relating  to  apprentices 25 

The  attitude  of  trade  unions  to  the  apprenticeship  system  and  to  in- 
dustrial education „ 25 

Types  of  systems 28 

I.  Type  in  which  shop  and  school  are  intimately  connected 28 

General  Electric  Company,  Lynn,  Mass 28 

Fore  River  Shipbuilding  Company,  Quincy,  Mass 32 

New  York  Central  Lines 34 

Morgan’s  Louisiana  and  Texas  Railroad  and  Steamship 

Company  and  Western  Louisiana  Railroad  Company r_  42 

Grand  Trunk  Railway 43 

Other  railroads 43 

Ludlow  Manufacturing  Company,  Ludlow,  Mass 44 

Westinghouse  Air  Brake  Company,  Pittsburg,  Pa 46 

D.  A.  Tompkins  Company,  Charlotte,  N.  C 46 

Cincinnati  Milling  Machine  Company,  Cincinnati,  Ohio 47 

David  Lupton’s  Sons  Company,  Philadelphia,  Pa 47 

Southern  Bell  Telephone  Company,  Atlanta,  Ga 48 

International  Harvester  Company,  Chicago,  111 48 

The  William  Tod  Company,  Youngstown,  Ohio 48 

Western  Electric  Company,  Chicago,  111 49 

R.  K.  Le  Blond  Machine  Tool  Company,  Cincinnati,  Ohio 50 

George  Y.  Cresson  Company,  Philadelphia,  Pa 51 

Yale  and  Towne  Manufacturing  Company,  Stamford,  Conn 51 

The  Allis-Chalmers  Company,  Cincinnati,  Ohio 52 

Other  Cincinnati  companies 54 

The  cooperative  courses  of  the  University  of  Cincinnati, 
Cincinnati,  Ohio 54 


3 


4 


CONTENTS. 


Types  of  systems — Continued.  Page. 

II.  Type  under  which  apprentices  are  controlled  to  some  extent 

outside  of  working  hours 57 

North  End  Union,  Boston,  Mass 57 

R.  Hoe  & Company,  New  York  City GO 

Brown-Ketcham  Iron  Works,  Indianapolis,  Ind 61 

Laidlaw-Dunn-Gordon  Company,  Cincinnati,  Ohio 61 

III.  Mixed  types  of  apprentice  systems;. 61 

Baldwin  Locomotive  Works,  Philadelphia,  Pa 61 

Brown  and  Sharpe  Manufacturing  Company,  Providence, 

R.  I 63 

Bullard  Machine  Tool  Company,  Bridgeport,  Conn 65 

Reed  & Barton,  Taunton,  Mass 67 

Gorham  Manufacturing  Company,  Providence,  R.  I.,  and 

other  concerns 67 

General  considerations  and  conclusions 67 

List  of  references  relating  to  the  education  of  apprentices 87 

Appendix  : Digest  of  apprentice  laws  in  the  United  States 98 

Index 113 


LETTER  OF  TRANSMITTAL. 


Department  of  the  Interior, 

Bureau  of  Education, 

W ashing  ton,  September  17 , 1908. 

Sir:  The  interest  in  industrial  education  which  has  arisen  in  this 
country  has  brought  into  new  prominence  the  whole  system  of  train- 
ing for  trades  by  a regular  course  of  apprenticeship.  Education  by 
apprenticeship  and  education  by  schools  have  gone  on  for  many 
generations  side  by  side  as  two  entirely  distinct  and  unrelated  forms 
of  education.  The  newer  movements  are  concerned  with  bringing 
these  two  kinds  of  education  together  and  making  of  them  a new 
kind  of  education  which  shall  train  equally  for  skill  and  for  intelli- 
gence. 

This  new  movement  is  attended  with  obvious  difficulties.  It  is  clear 
that  among  other  things  a better  knowledge  of  the  apprenticeship 
system  as  it  is  to-day  is  urgently  needed.  With  a view  to  meeting 
this  need,  Dr.  Carroll  D.  Wright,  who  is  known  everywhere  as  a 
foremost  authority  in  matters  relating  to  trade  education,  has  pre- 
pared at  my  request  an  account  of  the  apprenticeship  system,  which 
I have  the  honor  to  transmit  herewith.  I beg  to  recommend  that 
it  be  published  as  the  sixth  number  of  the  Bulletin  of  the  Bureau  of 
Education  for  the  current  year. 

There  can  be  no  doubt  that  the  desired  combination  of  schooling 
and  apprenticeship  must  be  approached  from  many  sides  and  will 
be  accomplished  in  many  ways.  The  treatment  of  apprenticeship 
presented  by  Colonel  Wright  describes  certain  ways  in  which  this 
combination  may  be  effected,  as  shown  by  recent  experience  in  a few 
of  our  leading  industries.  It  will  throw  light  also  upon  the  subject 
as  a whole,  and  will  doubtless  be  of  value  even  in  those  undertakings 
in  which  the  problem  is  approached  by  altogether  different  ways. 

Very  respectfully, 

Elmer  Ellsworth  Brown, 

Commissioner. 

The  Secretary  of  the  Interior. 


5 


I 


INTRODUCTORY  NOTE. 


The  bulk  of  the  information  or  material  on  which  this  bulletin  is 
based  is  the  result  of  correspondence  with  parties  throughout  the 
country  and  of  personal  investigation  of  concerns  employing  the 
various  types  of  apprenticeship  systems.  This  original  material  has 
been  supplemented  in  some  degree  by  the  meager  information  already 
to  be  found  in  publications  and  addresses. 

In  this  work  I wish  to  acknowledge  the  assistance  I have  received 
from  Mr.  Arthur  D.  Dean,  a gentleman  fully  acquainted  with  all  the 
elements  of  industrial  education.  He  has  made  many  personal  inves- 
tigations for  this  publication. 

Carroll  D.  Wright. 


Clark  College, 

Worcester , Mass.,  July  11,  1908. 


7 


THE  APPRENTICESHIP  SYSTEM  IN  ITS  RELATION 
TO  INDUSTRIAL  EDUCATION. 


A COMBINATION  OF  APPRENTICESHIP  AND  ACADEMIC  EDUCATION 

NEEDED. 

There  are  three  well-known  methods  of  securing  greater  skill  in  our 
industries.  First,  the  apprenticeship  system;  second,  trade  schools; 
third,  industrial  schools.  The  first  means  the  indenturing  of  appren- 
tices in  any  given  trade  for  the  purpose  of  giving  instruction  to  young 
men  in  the  art  and  mystery  of  the  trade  involved.  This  system, 
which  is  very  old,  reaching  back  to  ancient  times,  was  developed 
very  largely  in  mediaeval  times  in  connection  with  the  old  guilds, 
and  under  various  modifications  extends  to  the  present. 

Nearly  all  writers  and  speakers  on  industrial  education  state 
broadly  and  definitely  that  the  system  is  dead.  In  one  sense  this  is 
true.  Yet  the  old  type  of  apprenticeship  is  not  quite  dead,  because  it 
exists  very  largely  in  this  and  in  other  countries,  but  it  is  decadent, 
while  what  may  be  called  the  modern  system,  involving  very  broad 
lines  of  general  instruction,  has  largely  taken  its  place,  and  is  being 
developed  in  such  a way  that  its  influence  in  general  industrial  edu- 
cation must  be  recognized.  Yet  the  propagandism  for  industrial  edu- 
cation which  now  occupies  the  thought  of  the  public  is  likely  to 
obscure  to  some  extent  the  advantages  of  the  apprenticeship  system. 
This  is  quite  natural,  because  that  system,  as  it  occupies  the  public 
mind,  does  not  play  a very  great  part  in  industrial  training.  This  is 
because  it  is  not  the  subject  of  public  indorsement  through  legisla- 
tion and  other  movements  to  secure  modern  industrial  schools. 

As  intimated,  when  this  system  is  mentioned  one  is  apt  to  think  of 
the  old  apprenticeship  system  as  it  existed  prior  to  the  introduction 
of  the  modern  factory  or  the  aggregated  system  of  labor  and  the  sub- 
division of  labor ; yet  credit  must  be  given  to  the  old  system,  even  as 
it  grew  up  during  the  middle  ages,  because  it  really  produced  work- 
men in  various  branches  possessing  the  highest  skill. 

The  old  guild  fostered  the  apprenticeship  system,  for  it  was  diffi- 
cult for  anyone  to  become  a member  of  a guild  who  had  not  passed 
through  all  stages  of  development ; and  while  the  guild  itself  became 

9 


10 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


unjust  and  arbitrary  and  gradually  declined,  the  apprenticeship  sys- 
tem which  had  furnished  the  skill  lived,  for  the  laws  and  customs 
of  western  Europe  especially  required  that  any  person  desiring  to 
exercise  certain  branches  of  skilled  labor  must  serve  an  apprentice- 
ship. During  the  continuance  of  the  apprenticeship  the  labor  of  the 
apprentice  belonged  to  the  master,  and  he  received  oftentimes  no 
wages  during  the  first  years  of  his  indenture,  and  very  meagre  wages 
until  he  became  a journeyman,  when  he  was  expected  to  reimburse 
himself  for  the  years  spent  in  learning  his  trade. 

The  industrial  revolution  which  took  place  in  the  latter  part  of 
the  eighteenth  century,  resulting  in  the  introduction  of  labor-saving 
machinery  and  the  subdivision  of  labor,  was  the  beginning  of  the 
decline  of  the  apprenticeship  system.  From  that  time  to  this  the 
need  of  apprentices  has  not  been  felt  in  such  powerful  degree  as 
it  had  been  previously ; but  with  the  modern  development  of  industry 
there  comes  the  absolute  necessity  of  securing  skilled  workmen  in 
all  branches  of  labor,  and  this  necessity  has  brought  to  the  attention 
of  the  public  the  desire  for  industrial  education;  for  the  evidence  is 
overwhelming  from  all  parts  of  the  country  that  the  demand  for 
skilled  labor  is  not  met  by  the  supply.  It  is  this  demand,  the  facts 
concerning  which  are  strong  enough  to  induce  any  State  to  secure  by 
appropriation  and  authorization  public  industrial  education.  The 
schools  have  been  devoted  almost  entirely  until  within  a very  few 
years  to  cultural  training.  Now  the  demand  comes  that  vocational 
studies  shall  be  introduced,  and  that  separate  industrial  schools  shall 
be  organized  for  the  purpose  of  instructing  young  persons  in  various 
trades. 

The  old  apprenticeship  system  did  not  comprehend  this  idea,  nor, 
conversely,  do  the  advocates  of  industrial  education  fully  appre- 
ciate the  advantages  to  be  gained  through  some  adherence  to  or  the 
perpetuation  of  the  virtues  of  the  old  system.  This  old  system,  as 
intimated,  has  largely  become  obsolete.  Its  essence  remains,  but  it 
is  unwarrantable  to  argue  that  the  apprenticeship  system  answers  the 
whole  demand  for  industrial  education.  It  does  not,  but  it  may  do 
so  to  a large  degree.  It  is  also  thought  needless  to  argue  that  the 
industrial  schools  furnish  everything  in  the  way  of  vocational  equip- 
ment that  can  be  gained  by  a thorough  apprenticeship  system.  What 
is  needed  in  regard  to  this  system  is  some  coordination  that  shall 
secure  nearly  all  that  can  be  gained  from  the  apprenticeship  system 
and  much  that  can  be  gained  from  modern  schools  for  trade  and 
industrial  education  generally. 

Herein  lies  the  problem,  for  it  is  generally  conceded  by  educators 
who  are  interested  in  industrial  education  that  the  industrial  school 
per  se  does  not  and  can  not  result  in  turning  out  a full-fledged  skilled 
mechanic  ready  to  take  up  his  trade. 


A COMBINATION  OF  THE  TWO  NEEDED. 


11 


It  is  also  recognized  that  the  apprenticeship  system  on  the  whole, 
especially  as  it  was  conducted  formerly,  possesses  many  features  that 
are  unjust  and  uneconomic,  and  some  features  that  may  be  called 
unmoral.  That  is,  the  ethical  side  of  the  apprenticeship  system  of 
the  olden  times  is  now  a satisfactory  one.  Under  it  the  apprentice 
found  that  he  was  doing  quite  as  good  work  after  a while  as  the 
journeyman  ahead  of  him,  but  must  be  tied  to  an  apprentice’s  wages 
a term  of  years.  This  was  an  immoral  situation  in  itself  and  helped 
to  demoralize  the  apprentice.  He  became,  when  he  graduated,  a man 
who  would  slight  his  work  because  he  had  been  unjustly  treated 
economically.  At  least  this  was  the  case  in  many  instances,  and  this 
tended  to  make  a bad  workman  as  well  as  a man  given  to  loafing. 

Now,  the  modern  idea  is  to  perfect  him  in  the  theory,  and,  to  a 
large  extent,  the  practice  of  his  trade  in  the  shortest  possible  time 
commensurate  with  efficiency  and  adequate  skill.  If  he  could  serve 
as  an  apprentice  for  such  time  as  might  be  absolutely  required  to  per- 
fect himself  as  a journeyman,  and  at  the  same  time  acquire  the  rudi- 
ments of  an  education,  that  system  might  be  applauded. 

Employers  therefore  looked  the  field  over  broadly  and  carefully, 
and  those  engaged  in  great  industries  are  recognizing  not  only  the 
difficulties  of  the  old  system,  but  some  of  the  difficulties  of  the  new, 
while  recognizing  also  the  advantages  of  both.  They  are  therefore 
establishing  their  own  apprenticeship  schools,  where  a youth  is  not 
only  taught  all  that  he  would  be  taught  in  an  independent  industrial 
institution,  but  where  he  is  given  the  equipment  he  would  have  ac- 
quired under  the  old  apprenticeship  system,  with  the  faults  and  ob- 
jections of  that  system  quite  fully  eliminated. 

The  apprenticeship  system  pure  and  simple  would  not  teach  the 
apprentices,  as  would  the  industrial  school  properly  equipped,  all  the 
science  and  art  of  the  trade  in  which  they  were  enlisted.  In  order  to 
become  a thoroughly  skilled  mechanic  a young  man  ought  to  under- 
stand not  only  the  science  and  mathematics  of  his  work,  but  something 
of  the  art  itself.  This  knowledge  of  the  art  he  would  gain  as  an 
apprentice  in  one  of  our  great  modern  manufacturing  establishments, 
so  that  he  would  secure  from  his  apprenticeship  system  and  from  the 
industrial  school,  or  from  the  two  combined,  the  very  best  possible 
equipment  that  would  lead  to  the  greatest  efficiency.  This  is  the  need 
of  the  day  and  the  work  that  is  progressing. 

The  propagandism  that  is  being  carried  to  all  parts  of  the  country 
will  sooner  or  later,  and  the  sooner  the  better,  produce  a unified, 
coordinated  system  of  apprenticeship  work  and  industrial  education 
that  will  give  the  United  States  the  standing  it  needs,  and  which  it 
must  have  to  preserve  its  industrial  supremacy.  The  development  of 


12 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


the  apprenticeship  system,  however,  will  not  take  from  the  influence 
of  other  methods  any  of  their  peculiar  and  important  work.a 


DESCRIPTION  OF  THE  SYSTEMS  WHICH  HAVE  DEVELOPED. 

The  trade  school  as  it  is  now  carried  on  is  a school  to  provide 
instruction  in  the  mysteries  and  technique  of  special  trades.  Thus 
we  have  trade  schools  for  carpenters,  brick  masons,  machinists,  etc. 
These  trade  schools  supplement  the  trade  instruction  with  the  rudi- 
ments of  an  education,  if  the  pupil  does  not  already  have  them.  He 
is  taught  reading,  writing,  arithmetic,  and  how  to  apply  his  knowl- 
edge of  elementary  mathematics  to  the  particular  trade  which  he 
is  studying.  He  may  get  some  other  instruction  which  involves 
practice  in  a shop  connected  with  the  trade.  Such  schools  flourish 
in  Europe  and  America. 

Trade  unionists  object  to  them  because  they  do  not  and  can  not, 
in  their  estimation,  turn  out  the  full-fledged  artisan,  the  man  ready 
to  go  to  work  on  his  graduation.  They  also  fear  that  the  trade 
school  will  in  many  instances  furnish  recruits  to  take  the  places  of 
strikers,  thus  aiding  in  the  breaking  of  strikes.  Unfortunately  for 
this  attitude,  some  prominent  manufacturers  have  stated  that  this 
would  be  the  result  of  any  extended  system  of  trade-school  instruc- 
tion. It  is  purely  and  simply  an  apprehension,  but  an  apprehension 
has  great  weight  until  the  minds  of  those  holding  it  are  disabused  of 
their  fear. 

Those  who  believe  in  broad  industrial  education  are  also  of  the 
opinion  that  the  trade  school  pure  and  simple  is  inadequate,  that 
it  does  not  go  far  enough,  that  it  often  teaches  a single  trade,  and 
that  adequate  teaching  of  trades  can  only  be  fostered  in  large  schools 
devoted  to  mechanical  instruction.  Nevertheless,  the  power  and  in- 
fluence of  the  trade  school  must  be  recognized,  and  the  fact  that  it 
has  taken  its  place  as  one  of  the  modern  means  of  securing  that  skill 
which  is  overwhelmingly  demanded  everywhere,  especially  as  a means 
of  training  our  own  boys  how  to  work  and  training  them  in  the  best 
possible  way. 

The  best  equipped  public  industrial  schools  have  all  the  machinery 
and  appliances  necessary  for  the  instruction  of  the  students,  and  * 
teachers  competent  to  instruct  them  in  the  branches  of  general  edu- 
cation. Probably,  too,  often  in  large  degree,  they  help  to  bridge 
over  that  dangerous  period  in  the  lives  of  young  persons  before  they 
are  old  enough  to  enter  upon  an  apprenticeship.  This  age  is,  accord- 


° The  foregoing  section  has  been  taken,  with  some  alterations,  from  The  Apprenticeship 
System  as  a Means  of  Promoting  Industrial  Efficiency.  An  address  by  the  writer  before 
the  National  Society  for  the  Promotion  of  Industrial  Education,  Chicago,  111.,  Jan.  24,  11)08. 


THE  SYSTEMS  WHICH  HAVE  DEVELOPED. 


13 


ing  to  the  laws  of  most  of  the  States,  from  14  to  16.  Fourteen  is  the 
usual  limit  of  the  compulsory  school  age  for  those  who  are  at  work. 
Boys,  and  in  many  instances  girls,  coming  out  of  school  at  that  age 
are  in  a peculiar  position.  They  are  not  old  enough  to  enter  upon 
specific  trade  education,  either  in  trade  schools  or  industrial  schools, 
nor  are  they  old  enough  to  be  desirable  as  apprentices  under  the 
apprenticeship  system.  They  therefore  take  the  line  of  least  resist- 
ance in  the  nonskilled  vocations  and  work  from  hand  to  mouth,  and 
are  too  apt  to  remain  as  unskilled  workers  throughout  their  lives. 

The  report  of  the  Massachusetts  Commission  on  Industrial  and 
Technical  Education,  known  as  the  Douglas  Commission,  in  its  ex- 
haustive investigations,  found  that  in  the  State  of  Massachusetts 
alone  there  were  at  least  25,000  children  between  14  and  16  who  were 
in  this  precarious  condition.  This  is  undoubtedly  true,  and  must  be 
true  throughout  the  country.  Thus  there  are  many,  many  thousands, 
reaching  into  the  hundreds  of  thousands,  that  are  in  adverse  con- 
ditions and  must  remain  therein,  because  there  is  no  adequate  means 
for  their  entering  upon  well  organized  and  fairly  skilled  trades.  Here 
elementary  industrial  training  in  the  public  school  has  a large  field 
for  most  useful  activity. 

The  industrial  school,  so  called,  can  not  be  definitely  differentiated 
from  the  trade  school,  yet  it  is  in  fact  distinct.  It  is  not  designed 
to  teach  any  one  trade,  but  groups  of  trades,  plus  rather  advanced 
work  on  academic  lines. 

The  industrial  school  must  be  equipped  with  machinery,  tools, 
and  all  the  appliances  of  the  trades  it  undertakes  to  teach.  It  must 
have  well  organized  class-room  work,  so  that  the  students  can  secure 
all  the  results  of  education  necessary  for  the  practical  working  of 
their  trades.  It  helps  also  to  fill  the  gap  between  14  and  16  years 
of  age  in  rather  a better  way  than  does  the  trade  school  pure  and 
simple.  The  industrial  school  or  industrial  education  involves  not 
only  separate  schools  for  the  purpose,  but  industrial  courses  in  the 
common  schools,  the  idea  being  that  by  this  method  boys  and  girls 
will  be  kept  in  high  school  work  longer  in  many  instances  than  they 
would  be  under  the  public  school  system  without  vocational  training. 

It  is  also  asserted  and  thoroughly  proved  that  in  industrial  schools, 
as  distinguished  from  pure  and  simple  trade  schools,  the  academic 
work  will  be  all  the  more  valuable  because  allied  to  industrial  train- 
ing. The  advocates  of  this  system  also  believe  that  it  is  practically 
an  extension  of  the  manual-training  idea  which  spread  over  the 
country  so  rapidly  a few  years  ago.  It  is  not  aimed  under  manual 
training  to  teach  boys  or  girls  any  definite  line  of  work,  but  to 
familiarize  them  with  the  use  of  tools  and  some  of  the  art  of  mechan- 
ical work. 


14 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


The  industrial  school  advances  this  proposition  and  makes  it  a 
practical  means  of  developing  skill  along  specific,  practical,  and 
useful  lines,  and  it  is  this  idea  that  is  holding  the  public  attention  at 
the  present  time.  As  already  intimated,  it  combines  shop  work  with 
academic  work.  Thus  the  graduate  of  an  industrial  school  is  in  a 
position  to  enter  upon  the  trade  selected  with  a degree  of  equipment 
that  could  not  be  obtained  by  the  trade-school  method  alone,  although 
the  two  forms  are  very  closely  connected  and  associated.  Whether 
the  apprenticeship  system  can  under  certain  conditions  and  in  par- 
ticular localities  take  the  place  of  either  of  these  depends  upon  the 
development  of  the  modern  apprenticeship  idea,  as  will  be  shown. 
This  work,  therefore,  will  deal  specifically  with  the  apprenticeship 
system  in  its  relation  to  other  systems  of  industrial  training  and 
education,  but  it  must  be  understood  that  in  this  consideration  there 
will  be  no  effort  made  to  belittle  the  trade  school  or  the  more  ad- 
vanced industrial  school  in  any  respect  whatever.  The  writer  is  a 
warm  advocate  of  industrial  training  and  education,  but  it  has 
seemed  to  him  that  the  time  has  come  to  consider  the  apprenticeship 
system  in  relation  to  these  other  methods  as  one  that  should  be 
brought  to  the  attention  of  the  public. 


ORIGIN  OF  THE  MODERN  APPRENTICESHIP  SYSTEM. 

The  old  legal  indentures  of  1840  and  before  in  England  and 
America  have  very  generally  passed  away  in  this  country.  In  1864, 
at  a convention  of  employing  printers,  the  apprenticeship  system  was 
generally  spoken  of  as  in  disuse  for  twenty  years;  some  insisted  that 
it  was  entirely  gone,  and  all  writers  and  speakers  of  that  period  made 
similar  statements.  Excepting  the  case  of  isolated  employers  who 
used  it  for  dishonest  purposes  in  the  acquiring  of  boy  labor  under 
conditions  of  practical  contract  slavery,  it  may  be  said  that  the 
English  legal  indenture  system  had  at  that  time  quite  disappeared. 
So  at  that  time  also  the  apprenticeship  system  of  America  was  in  a 
state  of  chaos.  Individual  trades  or  individual  employers  attempted 
to  meet  the  situation  in  varying  ways  as  best  subserved  their  private 
interests,  but  of  established,  permanent,  and  general  apprentice  sys- 
tems it  is  quite  true  that  they  were  nearly  gone,  certainly  obsolescent. 

All  parties  then  agreed  as  to  the  evils  of  the  situation.  Employers 
and  employees  alike  bewailed  the  general  decline  of  mechanical  skill 
and  the  flooding  of  skilled  trades  with  half-skilled  labor.  The  em- 
ployees insisted,  and  with  bitter  voice,  against  the  competition  of  half- 
skilled,  cheap  labor,  which  was  reducing  wages.  The  labor  papers 
discussed  the  low  standard  of  mechanical  skill,  the  advantages  of  the 
European  form  of  apprenticeship,  and  the  danger  to  the  American 


ORIGIN  OF  THE  MODERN  SYSTEM. 


15 


industrial  world  of  a decline  in  the  quality  of  American  workman- 
ship in  the  face  of  the  maintained  quality  of  European  workmanship. 
These  conditions  were  intimately  connected  with  the  transition  in 
various  trades  due  to  the  introduction  of  machinery  and  the  division 
of  American  labor.  So  the  period  of  the  sixties  found  the  country 
with  the  old  American  system  either  in  disuse  or  seriously  depreciated, 
while  the  modern  system  was  yet  unborn.  But  it  is  in  the  struggles 
of  the  sixties  that  there  is  to  be  found  something  of  the  origin  of  the 
modern  system. 

It  was  found  in  the  hide  and  leather  trade  that  there  was  one  sub- 
ject connected  with  the  industrial  interests  of  the  United  States  which 
needed  to  be  considered,  debated,  and  studied  over  to  a greater  degree 
than  any  other  subject  pertaining  to  domestic  wealth  creation,  and 
that  was  the  apprentice  system.  The  Daily  Evening  Voice,  Boston, 
January  29,  1867,  voiced  the  sentiment  of  that  time  when  it  ventured 
the  assertion  that  there  was  not  a single  tradesman  or  master  mechanic 
in  Europe  who  would  employ  a journeyman  at  the  age  of  21  who  had 
been  allowed  to  stride  through  his  apprenticeship  in  two  or  three 
years,  and  in  that  time  had  been  under  the  instruction  of  perhaps 
three  or  four  masters. 

The  employing  printers  came  quite  near  to  the  desires  of  the  labor 
unions,  and  they  felt  (1)  that  the  decline  in  the  quality  of  printing 
skill  must  be  stopped;  (2)  that  under  such  excessive  competition  as 
existed  it  could  only  be  stopped  by  a legal  system  of  apprenticeship 
which  would  prevent  the  competition  of  partly  trained  workmen  with 
the  journeymen,  and  compel  thorough  training  of  apprentices.  They 
favored  quite  generally  a five-year  apprenticeship. 

Employers  in  other  trades  took  a different  position,  opposing  rather 
than  favoring  a binding  system  of  apprenticeship,  and  favoring 
rather  than  opposing  the  introduction  of  partially  skilled  labor  into 
the  various  trades.  By  u partially  skilled  ” they  meant  labor  skilled 
in  a single  part  of  a trade,  i.  e.,  a division  of  labor  system.  They  felt 
that  this  kind  of  labor  took  less  time  to  train  and  could  in  many 
instances  take  the  form  of  boys,  and  was  much  cheaper  than  journey- 
man labor. 

The  employing  plasterers,  iron  founders,  glass  manufacturers, 
leather  manufacturers,  and  others  contended  for  unlimited  appren- 
ticeship. The  printers  and  the  Illinois  Central  Railroad  officials,  who 
were  most  favorable  at  that  time  to  regular  apprenticeship,  made  no 
specifications  as  to  limiting  the  number  of  apprentices.  The  em- 
ployers were  profiting  by  the  cheap  labor  incident  to  wage  competi- 
tion in  the  skilled  trades  through  a flooding  of  those  trades  by  men 
and  boys  who  had  picked  up  a single  line  of  the  trade,  and  so  they 
opposed  any  established  system  of  apprenticeship  which  compelled 


1 


16 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


them  to  thoroughly  teach  the  boys  and  limited  the  number  of  ap- 
prentices. 

The  position  of  the  laborers  upon  the  question  of  apprenticeship 
was  such  that  it  has  seemed  advisable  to  divide  the  whole  matter  into 
two  parts,  (1)  the  general  labor  attitude  with  regard  to  apprentice- 
ship, and  (2)  the  position  of  certain  trades  with  regard  to  appren- 
ticeship. 

In  regard  to  the  general  labor  attitude,  there^were  four  main  prin- 
ciples upon  which  the  laborers  of  the  sixty  period  seemed  almost 
unanimous,  and  these  were:  (a)  The  limitation  of  the  period  of  ap- 
prenticeship, in  almost  every  case,  to  not  less  than  five  years.  The 
strength  of  this  five-year  movement  may  be  judged  from  the  fact  that 
in  at  least  four  States  they  attempted  to  make  a legal  limit  of  five 
years.  (Z>)  The  limitation  of  the  number  of  apprentices.  The  unani- 
mous feeling  among  mechanics  was  that  the  cause  of  low  wages, 
lack  of  work,  and  powerlessness  of  workers  to  withstand  oppression 
by  employers  was  due  to  an  excessive  number  of  workers  in  the  vari- 
ous skilled  trades,  and  that  the  outlook  for  the  future  was  getting  in- 
creasingly darker  because  of  the  continual  pouring  in  of  more  boys, 
(c)  The  compelling  of  the  employer  to  teach  the  whole  trade  to  the 
apprentice.  The  workers  continually  complained,  and  the  employing 
printers  at  least  acknowledged  the  justice  of  their  complaint,  that  at 
the  end  of  the  apprenticeship  period  a boy  no  longer  knew  his  trade, 
but  had  been  specialized  upon  some  one  part  of  it.  (d)  That  a legal 
system  of  indenturing,  very  similar  to  the  decadent  system  but  puri- 
fied of  its  abuses  and  adapted  somewhat  to  modern  conditions,  was 
the  only  remedy  for  the  situation.  In  Massachusetts,  Pennsylvania, 
New  York,  Illinois,  and  Ohio  efforts  were  made  toward  apprentice 
laws,  and  in  Massachusetts  a law  was  actually  passed.  The  laws 
urged  in  Massachusetts,  Pennsylvania,  and  New  York  were  prac- 
tically, if  not  quite,  identical,  the  Pennsylvania  agitation  of  1864 
being  the  first,  Massachusetts  following  in  1865,  New  York  and  Illi- 
nois in  1869.  The  law  of  Illinois  differed  from  the  others  in  allowing 
a three  to  five  year  instead  of  a five-year  period,  and  in  requiring  the 
consent  of  any  minor  over  15  years  of  age  to  his  indenture. 

The  petitions  which  were  presented  to  legislators  in  various  parts 
of  the  country  demanded,  (1)  that  the  apprentice  should  be  legally 
bound  for  five  years;  (2)  that  the  master  should  be  compelled  to  teach 
him  the  entire  trade  and  provide  necessary  schooling;  (3)  that  the 
master  should  be  responsible  for  his  moral  training;  (4)  that  the 
number  of  apprentices  should  be  limited. 

The  labor  papers  of  the  time  had  much  to  say  upon  the  whole  sub- 
ject. The  Chicago  Workingmen’s  Advocate,  Fincher’s  Trade  Re- 
view, and  the  Daily  Evening  Voice,  perhaps  three  of  the  most  rep- 
resentative labor  papers  of  the  sixties  and  seventies,  were  thoroughly 


EXTENT  OF  THE  APPRENTICESHIP  SYSTEM. 


17 


in  favor  of  the  system  of  apprenticeship  established  by  law,  rigidly 
controlling  master  as  well  as  boy,  and  sjtrictly  limiting  the  number  of 
apprentices  in  accord  with  the  actual  needs  of  the  trade  and  at  a num- 
ber that  would  enable  the  maintaining  of  a good  scale  of  wages. 

The  position  of  individual  trades  at  the  time  is  interesting.  The 
hatters  and  granite  cutters  found  the  conditions  in  those  trades  were 
the  same  as  in  others,  and  the  general  attitude  to  the  apprentice 
question  was  the  same.  The  National  Railroad  Engineers  were  not 
working  for  an  apprenticeship  system  of  the  nature  of  that  demanded 
by  the  other  trades,  but  they  demanded  what  amounted  to  the  same 
thing,  namely,  a State  board  to  oversee  the  training  of  and  to  examine 
engineers.  The  machinists,  blacksmiths,  stove  molders,  shoemakers, 
cigar  makers,  printers,  bricklayers,  plasterers,  and  stone  cutters  all 
stood  for  a definite  time  limit,  for  the  limitation  upon  one  basis  or 
another  of  the  number  of  apprentices,  and  the  prevention  of  com- 
petition between  journeymen  and  boy  helpers.  The  machinists, 
blacksmiths,  and  stove  molders  favored  a law  upon  the  subject,  and 
so  far  as  ascertained  all  the  above-named  organizations  backed  the 
petitions  in  various  States  for  laws  regulating  apprentices.® 

It  will  be  seen  from  the  foregoing  very  brief  summary  that  in  the 
period  from  1860  to  perhaps  1872  the  seeds  of  the  modern  appren- 
ticeship system  were  planted.  That  system  has  been  of  slow  growth 
comparatively,  and  yet  its  growth  has  effected  a revolution  in  the 
form  of  apprenticeship,  clearly  marking  the  present  aspect  of  it  in 
all  its  elements  from  the  old  system  which  prevailed  for  so  many 
hundred  years. 


EXTENT  OF  THE  APPRENTICESHIP  SYSTEM. 

THE  UNITED  STATES. 

In  round  numbers  there  are  225,000  manufacturing  establishments 
n the  United  States.  It  is  impossible,  without  taking  a census  of 
he  whole  number,  to  ascertain  how  many  have  adopted  any  form 
of  apprenticeship,  but  from  all  that  can  be  learned  there  must  be 
many,  many  thousands.  It  would  be  well  if  at  the  next  (13th)  cen- 
sus of  the  United  States,  there  could  be  introduced  into  the  manufac- 
turers’ schedule  one  or  two  simple  questions  that  would  bring  out 
facts  as  to  the  extent  of  the  application  of  the  apprenticeship  system. 
The  census  need  not  go  into  details,  but  an  inquiry  as  to  the  exist- 
ence of  such  system  would  furnish  the  Bureau  of  Education,  or  any 
other  instrumentality,  the  opportunity  to  examine  into  the  methods, 
character,  and  elements  of  the  system  as  it  now  prevails.  Undoubt- 

a This  information  as  to  the  attitude  toward  the  apprenticeship  system  in  the  sixties  was 
prepared  by  Mr.  Lescohier  for  the  Bureau  of  Economic  Research. 

56560-08- 2 


18 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


edly  such  an  inquiry  would  show  that  while  the  old  system,  which  is 
now  objected  to,  exists  in  large  degree,  it  is  very  quietly  but  quite 
rapidly  giving  way  to  what  may  be  known  as  the  modern  system  of 
apprenticeship.  There  are  a few  facts,  however,  which  entirely 
disabuse  the  mind  of  the  idea  that  the  apprenticeship  system  as 
such  is  dead.  These  facts  are  quite  meager,  but  they  are  indicative. 

The  report  of  the  apprenticeship  committee  of  the  National  Ma-  \ 
chine  Tool  Builders’  Association  throws  some  light  upon  this  ques- 
tion. This  report,  printed  in  the  American  Machinist  of  November  ! 
22,  1906,  states  that  in  order  to  make  a thorough  analysis  of  the  ' 
apprenticeship  systems  now  in  use  throughout  the  United  States  the  ^ 
committee  addressed  100  representative  concerns  throughout  the 
country.  Fifty-nine  of  these  letters  were  addressed  to  machine  tool 
builders,  and  41  to  other  manufacturing  concerns,  such  as  electrical 
manufacturers,  engine  builders,  automobile  manufacturers,  etc.,  who 
represented  what  the  committee  termed  the  “ allied  trades.” 

Replies  were  received  from  51  machine-tool  builders  and  from  26 
concerns  engaged  in  other  lines.  Eighty-two  per  cent  of  the  concerns 
replying  who  had  apprentices  under  the  indenture  system  were  ma- 
chine-tool builders,  and  18  per  cent  were  from  allied  trades.  The 
replies  from  various  sections  of  the  country  showed  that  a large  per- 
centage of  the  concerns  employing  apprentices  were  located  in  New 
England,  the  Middle  Atlantic  States,  and  the  Central  Western  States, 
and  the  majority  of  them  enter  into  formal  agreements  to  properly 
instruct  the  apprentices  during  a stated  period  of  service. 

In  the  Twenty-seventh  Annual  Report  of  the  Massachusetts  Bureau 
of  Statistics  of  Labor  there  is  a very  excellent  part  devoted  to  the  aj^ 
prenticeship  system.  From  replies  to  an  inquiry  sent  to  employ® 
and  officers  of  trade  unions  asking  if  there  were  a system  of  appr® 
ticeship  in  the  trade  represented  it  was  found  that  out  of  58  emplo® 
ers  engaged  in  different  industries  31  had  a system  of  apprentice* 
ship  and  27  had  no  such  system,  while  from  104  officers  of  tradJ 
unions  55  represented  trades  in  which  the  system  was  applied  ancl 
44  trades  where  it  was  not  applied.  These  trades  represented  boot?! 
and  shoes,  carriage  and  wagon  builders,  clocks,  watches,  clothing,] 
cotton  goods,  electrical  apparatus  and  appliances,  food  preparations, 
furniture,  hosiery  and  knit  goods,  jewelry,  machinery,  metals  and 
metallic  goods,  paper,  printing,  railroad  construction,  rubber  goods, 
scientific  instruments,  shipbuilding,  and  other  trades. 

President  Charles  S.  Howe,  of  the  Case  School  of  Applied  Science, 
Cleveland,  Ohio,  in  1907,  sent  a letter  to  400  manufacturers  in  the 
State  of  Ohio  making  certain  inquiries  relative  to  the  apprenticeship 
system,  and  received  replies  from  124,  including  nearly  all  the  large 
concerns  among  the  400  addressed.  Of  the  124  who  answered  44 
had  no  apprenticeship  system  and  were  not  especially  interested  in 


EXTENT  OF  THE  APPRENTICESHIP  SYSTEM. 


19 


it;  24  had  no  sj'stem,  but  were  interested.  The  superintendents  of 
these  24  stated  that  they  had  no  apprenticeship  system  because  they 
had  very  few  men  employed,  but  they  hoped,  as  soon  as  their  facil- 
ities increased  and  their  work  expanded,  to  establish  such  a system, 
at  least  to  a limited  extent.  Fifty-six  companies  answered  that  they 
had  apprenticeship  systems  more  or  less  complete,  but  most  of  them 
gave  the  apprentices  nothing  more  than  was  absolutely  necessary 
to  enable  them  to  do  their  work  in  the  particular  trades  engaged  in 
with  fair  success. 

The  results  of  an  inquiry  by  Messrs.  Cross  and  Kussell,  of  the  New 
York  Central  lines,  as  to  how  far  the  large  railroads  have  adopted 
apprenticeship  systems,  are  given  on  p.  43. 

The  present  investigation,  undertaken  in  view  of  the  magnitude  of 
the  subject,  the  great  number  of  manufacturing  concerns  in  the  coun- 
try, and  other  conditions,  took  into  account  the  actual  extent  to 
which  the  apprenticeship  system  is  applied,  and  information  was 
received  from  nearly  every  State  in  the  Union  that  the  system  was 
in  vogue.  The  descriptions  of  the  system  show  that  it  varies  as  local 
conditions  vary  and  as  conditions  accompanying  industry  vary.  The 
object  of  the  investigation  was  not  so  much  to  ascertain  the  number 
of  manufacturing  concerns  adopting  some  form  of  apprenticeship 
system  as  to  determine  the  kind  of  system  which  is  prevailing,  with 
the  point  always  in  view  of  the  relation  of  such  system  to  industrial 
education,  broacjly  speaking;  but  incidentally  the  investigation  has 
developed  the  fact  that  the  apprenticeship  system  is  a power  to  be 
reckoned  with,  and  that  it  exists  in  all  parts  of  the  Union,  and  not 
only  that,  but  that  law  protects  to  some  extent  the  employment  of 
apprentices,  although  in  many  instances,  of  course,  such  laws  are 
practically  dead  letters.  But  the  conclusion  that  the  system  does  pre- 
vail in  all  parts  of  the  Union  and  under  varied  conditions,  and  to  an 
extent  that  has  not  been  realized,  is  thoroughly  warranted. 

Not  only  here  in  the  United  States  is  the  apprenticeship  system  in 
process  of  being  resuscitated  along  expansive  lines,  in  order  to  meet 
modern  conditions  of  production  in  great  manufacturing  establish- 
ments, but  many  countries  in  Europe  have  for  some  years  been  per- 
fecting this  process,  coordinating  the  apprenticeship  system  with 
general  trade  and  industrial  instruction. 

AUSTRIA. 

Austria,  while  perfecting  her  system  of  industrial  schools,  has  not 
abandoned  the  apprenticeship  system  as  a valuable  means  for  impart- 
ing trade  training.  On  the  contrary,  the  effort  has  been  made  to 
perfect  this  system,  and  this  effort  constitutes  one  of  the  most  im- 
portant and  interesting  phases  of  the  modern  movement  for  the 


20 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


making  or  developing  of  skilled  workmen.  It  has  been  shown  in 
that  country  that  the  chief  means  by  which  the  apprenticeship 
system  can  be  preserved  and  brought  into  harmony  with  existing 
industrial  conditions  is  through  the  formation  of  trade  associations 
after  the  models  of  the  old  guilds. 

These  guilds,  for  many  years  declining  in  importance,  had,  at 
the  time  of  the  enactment  of  the  industrial  code  of  1859,  reached 
the  last  stages  of  decay.  This  code,  as  one  of  its  main  purposes, 
attempted  to  restrict  the  power  of  these  associations.  But  it  made 
it  obligatory  upon  employers  to  maintain  their  relations,  or  to 
restore  them  when  they  had  been  discontinued.  Further  efforts 
to  reorganize  the  guilds,  so  as  to  bring  them  more  in  harmony  with 
the  change  in  industrial  conditions,  were  made  in  the  laws  of  1883 
and  February  1897.  The  first  of  these  laws  is  of  special  impor- 
tance. It  established  the  guilds  upon  a new  basis,  which  exists  at  the 
present  time,  as  the  law  of  1897  introduced  but  slight  modifications. 

The  most  important  feature  of  the  law  of  1883  was  that  whereby 
the  fundamental  difference  between  conditions  in  the  large  indus- 
trial establishments  or  factories  and  those  in  the  handicraft  trades 
was  recognized.  The  functions  of  these  guilds  show  to  how  large  an 
extent  they  are  bodies  to  look  after  the  training  of  apprentices. 
Their  duties  are,  (1)  to  maintain  harmonious  relations  between 
employers  and  their  employees,  especially  in  respect  to  the  organiza- 
tion of  the  labor  force,  the  provision  of  guild  shelters  or  lodges,  and 
the  securing  of  employment  for  persons  out  of  work;  (2)  to  pro- 
vide for  a satisfactory  apprenticeship  system  by  the  preparation  of 
regulations  regarding  the  technical  and  moral  instruction  of  appren- 
tices, the  length  of  their  terms  of  service,  their  examinations,  etc., 
and  watch  over  the  compliance  with  these  regulations;  also  to  de- 
termine the  conditions  required  for  the  keeping  of  apprentices,  and 
the  number  of  apprentices  in  proportion  to  the  number  of  other 
employees;  (3)  to  create  arbitration  committees  for  the  adjustment 
of  disputes  between  members  of  the  guilds  and  their  employers  aris- 
ing out  of  their  relations;  (4)  to  further  the  establishment  of,  and 
themselves  to  establish  and  maintain  trade  schools;  (5)  to  care  for 
sick  employees  through  the  creation  of  new  or  the  support  of  exist- 
ing sick  funds;  (6)  to  care  for  sick  apprentices;  and  (7)  to  make  an 
annual  report  of  the  work  of  the  guild  which  may  be  of  use  in  the 
preparation  of  trade  statistics.  \ 

They  have  other  duties  of  a general  character.  The  employer, 
under  a contract  made  in  accordance  with  the  code,  must  interest 
himself  in  the  industrial  education  of  the  apprentice  and  must  not 
deprive  him  of  the  time  and  opportunity  necessary  for  this  purpose 
by  using  him  for  other  purposes.  The  employer  or  his  representa- 


EXTENT  OF  THE  APPRENTICESHIP  SYSTEM. 


tive  must  look  after  the  morals  and  deportment  of  the  minor 
prentices  both  inside  and  outside  the  workshop.  He  must  see  that  the 
apprentices  are  not  required  to  perform  work,  such  as  transporting 
burdens,  etc.,  which  is  beyond  their  physical  strength.  He  is  fur- 
ther required  to  allow  apprentices  who  have  not  yet  been  absolved 
from  the  obligation  to  attend  an  industrial  continuation  school  the 
necessary  time  for  attendance  at  the  existing  general  industrial  con- 
tinuation schools,  as  well  as  the  trade  continuation  schools,  and  also 
to  see  that  they  do  attend  such  schools. 

These  provisions  are  by  no  means  a dead  letter.  They  set  forth 
the  actual  conditions  under  which  most  of  the  handicraft  trades  are 
learned  at  the  present  time. 

BELGIUM. 


In  Belgium  there  are  several  apprentice  shops  for  girls.  They  are 
perhaps  the  least  important  of  all  the  classes  of  institutions  for  girls, 
but  they  have  a direct  bearing  upon  the  relation  of  the  apprentice- 
ship system  to  general  industrial  education. 

An  apprenticeship  workshop  for  girls  was  created  at  Jemelle  in 
1877  through  the  joint  action  of  the  commune,  the  province,  and  the 
State.  In  1890  a housekeeping  school  was  annexed  to  it.  In  this 
school  are  taught  hand  and  machine  sewing,  garment  making,  knit- 
ting, the  washing,  mending,  and  ironing  of  linen  goods,  culinary 
operations,  and  all  the  accessory  work  which  must  be  done  by  a good 
housekeeper  or  working  woman  in  this  country. 

In  1873  the  communal  council  of  Ecaussines-d’Enghien,  upon  the 
solicitation  of  the  master  quarrymen,  decided  to  open  a shop  in  which 
young  boys  could  receive  instruction  in  the  trade  of  stonecutting. 
This  action  was  taken  because  there  was  a distinct  lack  of  workmen 
capable  of  doing  other  than  the  most  ordinary  work  of  stonecutting. 
The  apprentices  in  this  shop  worked  on  stone  brought  in  by  the 
various  master  quarrymen  who  adhered  to  the  shop  idea.  There  were 
some  grave  defects  in  this  institution,  as,  for  instance,  the  great  diffi- 
culty found  in  securing  continuous  work  for  the  apprentices,  which 
caused  a change  of  system.  Until  1890  there  was  but  one  shop  of  this 
kind.  In  that  year,  however,  a thorough  reorganization  was  effected 
and  the  multiple  shop  system  was  adopted.  Shops  belonging  to 
employers  were  established  in  the  quarries  and  the  time  formerly 
lost  in  transporting  the  stone  was  thus  saved.  The  apprentices  were 
brought  into  immediate  touch  with  quarrying  and  cutting  operations 
of  all  kinds.  The  work  executed  by  the  boys  is  paid  for  according 
to  the  rate  prevailing  in  the  quarry. 

The  effort  is  made  to  bring  the  apprentices  to  a higher  perfection 
of  skill  rather  than  to  exploit  them  in  their  labor. 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


GERMANY. 

In  Germany  there  have  been  considerable  development  and  super- 
vision of  the  apprenticeship  system,  but  to  understand  this  there  must 
be  some  knowledge  of  the  great  efforts  that  have  been  put  forth  for 
the  preservation  of  that  system  in  those  trades  in  which  it  has  been 
adopted,  and  it  must  be  remembered  that  in  Germany,  as  in  no  other 
country,  the  people  have  been  unwilling  to  break  with  the  past. 

Nowhere  else,  with  perhaps  the  exception  of  Austria,  has  the  contest 
between  the  two  systems,  namely,  that  of  handicraft,  or  production 
upon  a small  scale,  and  that  of  the  factory,  or  production  upon  a large 
scale,  been  more  bitterly  fought.  The  attempt  to  preserve  the  handi- 
craftsman and  the  small  trades  is  one  of  the  features  of  labor  legis- 
lation in  Germany  during  recent  years.  It  has  had  as  its  result  the 
formulation  of  two  distinct  industrial  systems — the  handicraft  and 
the  factory — and  the  enactment  of  labor  codes  for  each.  The  legis- 
lation regarding  the  factory  trades  follows  in  all  essential  particulars 
that  of  other  industrial  countries.  The  legislation  regarding  the 
handicraft  trades  is  utterly  unlike  that  of  England  and  the  United 
States,  and  is  closely  followed  only  by  the  Austrian  system,  the  cen- 
tral feature  of  which  is  the  restoration  to  power  and  influence  of  the 
old  guilds,  and  through  them  of  the  apprenticeship  system,  with  all 
the  features  of  training  of  boys  by  masters  for  whom  they  are  work- 
ing. The  history  of  this  legislation  in  relation  to  apprenticeship,  the 
guilds,  and  the  handicrafts  generally  may  be  very  briefly  summarized. 

During  the  early  years  of  the  nineteenth  century  the  main  purpose 
of  the  industrial  legislation  of  Germany  was  the  freeing  of  industry 
from  the  many  restrictions  that  had  been  imposed  upon  it  in  the  past. 
In  1845  this  legislation  culminated  in  the  enactment  of  a general 
labor  code.  In  removing  many  restrictions,  however,  the  effort  was 
made  to  maintain  the  old  guilds.  The  reason  for  this  action  was 
chiefly  the  desire  to  preserve  the  apprenticeship  system.  It  was 
thought  that  the  education  of  apprentices  was  a matter  that  should 
not  be  left  to  the  hazard  of  purely  private  contract.  At  the  same 
time  the  Government  was  not  ready  to  introduce  a system  for  the 
official  examination  and  regulation  of  apprentices.  The  law  there- 
fore defined  anew  the  duties  and  rights  of  guilds,  and  assigned  to 
them  the  care  of  the  interests  of  their  trades,  the  regulation  of  ap- 
prenticeship, and  the  establishment  and  maintenance  of  relief  funds 
for  their  members. 

Though  many  years  of  agitation  accompanied  the  movement  in 
Germany,  the  agitation  was  not  productive  of  any  results  until  1881. 
While  failing  to  establish  the  principle  of  compulsory  guilds,  the 
law  of  July  of  that  year  gave  voluntary  guilds  a privileged  position. 
It  made  them  organizations  of  employers  and  journeymen  carrying 


EXTENT  OF  THE  APPRENTICESHIP  SYSTEM. 


23 


on  a trade  on  their  own  account,  with  an  authority  of  their  own,  and 
power  to  enact  certain  regulations,  especially  as  regards  apprentice- 
ship, which  should  have  all  the  force  of  law,  even  in  respect  to  jour- 
neymen not  affiliated  with  the  guilds.  Finally,  after  a long  series  of 
laws,  the  efforts  culminated  in  the  very  important  law  of  July  26, 
1897,  in  which  were  consolidated  all  the  legal  provisions  regarding 
guilds,  journeymen,  and  apprentices. 

The  constitutions  of  nearly  all  guilds  provide  that  the  members 
of  the  guild  obligate  themselves  to  require  of  their  apprentices  at- 
tendance upon  a trade  school  recognized  by  the  guild,  and  to  encour- 
age them  to  arrive  promptly  at  the  school  and  to  apply  themselves 
with  sustained  zeal.  As  regards  the  instruction  given,  everything 
is  subordinated  to  making  it  as  practical  as  possible.  The  courses 
are  in  no  sense  those  of  institutions  preparing  for  secondary  tech- 
nical schools.  Their  purpose  is  solely  that  of  making  the  students 
more  efficient  workmen  in  the  trades  in  which  they  are  at  the  time 
apprenticed.  These  schools  are  thus  trade  schools  in  the  fullest 
sense  of  the  word,  and  accordingly  show  the  alliance  between  the 
apprenticeship  system  and  the  broader  industrial  education. 

SWITZERLAND. 

In  Switzerland  there  is  provision  for  the  supervision  of  the  ap- 
prenticeship system.  The  regulations  are  quite  minute  but  very 
comprehensive.  Their  aim  is  to  elevate  apprenticeship  and  develop 
the  professional  value  of  workmen  in  the  various  arts  and  trades,  etc. 
Among  other  things  apprentices  must  be  given  instruction;  the  em- 
ployer either  himself  instructs  or  causes  the  apprentice  to  be  otherwise 
instructed  in  a gradual  and  complete  way  in  the  profession,  art, 
trade,  or  branch  of  trade  which  is  the  object  of  the  apprenticeship 
contract;  for  each  apprentice  must  be  allowed  during  the  work 
period  such  time  as  is  necessary  for  the  performance  of  his  religious 
duties  and  the  scholastic  instruction  required  by  law. 

The  laws  of  the  different  cantons  provide  for  the  supervision  of 
apprentices,  their  examination,  penalties  for  breach  of  contract,  duties 
of  the  master,  duties  of  the  apprentice,  civil  duties,  etc. 

FRANCE. 

In  France  much  progress  has  been  made  in  the  resuscitation  of  the 
apprenticeship  system.  Evidence  of  this  is  observable  in  the  appren- 
ticeship school  of  the  Industrial  Society  at  Nantes.  Practical  work 
in  this  school  is  all  done  in  the  shops  where  the  apprentices  are  em- 
ployed, while  the  studies  are  both  technical  and  general.  The  sub- 
jects taught  are  free-hand,  linear,  and  ornamental  drawing,  French 
language,  arithmetic,  algebra,  geometry,  descriptive  geometry,  book- 


24 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


keeping,  physics  and  chemistry,  and  mechanics.  The  society  pos- 
sesses a library  of  several  hundred  volumes  relating  to  industrial  and 
economic  subjects,  apparatus  for  physical  and  chemical  demonstra- 
tions, and  a collection  of  designs  and  models  for  the  use  of  pupils. 
This  school  is  supported  by  contributions  from  the  State,  from  the 
department  in  which  located,  from  the  city,  from  the  chamber  of 
commerce,  from  trade  unions,  and  from  various  individuals. 

There  is  at  Paris  a school  for  cabinetmaking  maintained  by  the 
Association  for  the  Protection  of  Apprentices,  in  which  the  modern 
idea  of  the  development  of  the  apprenticeship  system  is  clearly 
marked.  The  aim  of  the  association  is  to  give  the  apprentices  a the- 
oretical training  which  they  do  not  obtain  in  the  shops,  to  further  the 
progress  of  the  industry  by  creating  through  manual  competitions  a 
rivalry  among  apprentices  and  young  workmen,  and  also  to  stimu- 
late designers  through  competitions  to  the  development  of  new  ideas 
in  decoration,  etc.  The  courses  are  open  for  ten  months  each  year,  the 
programme  of  theoretical  work  comprising  drawing  from  relief, 
technical  drawing,  elementary  geometry,  descriptive  and  applied 
geometry,  perspective,  and  modeling. 

HUNGARY. 

In  Hungary  industrial  education  is  organized  in  a complete  sys- 
tem, all  the  parts  of  which  are  organically  connected.  Its  organiza- 
tion is  uniform,  though  it  makes  allowance  for  local  conditions  and 
needs.  It  is  divided  into  two  parts — apprentice  schools  and  technical 
schools  proper.  The  former  are  under  the  control  of  the  depart- 
ment of  education,  the  latter  under  that  of  the  department  of  com- 
merce, this  department  having  a special  bureau  for  industrial  educa- 
tion. Teachers  of  apprentice  schools  are  usually  teachers  of  common 
elementary  and  high  schools,  who  teach  in  these  evening  and  holiday 
schools  for  a small  additional  salary.  The  complete  system  of  indus- 
trial schools  consists  of  (1)  apprentice  schools;  (2)  journeymen’s 
schools;  (3)  trade  schools;  (4)  industrial  technical  schools;  (5) 
higher  industrial  schools ; (6)  women’s  industrial  schools;  (7)  indus- 
trial drawing  schools,  or  schools  of  design;  (8)  one  public  lower  in- 
dustrial school;  (9)  schools  of  general  culture,  in  which  some  indus- 
trial branches  are  taught;  (10)  industrial  museums. 

From  this  classification  it  is  seen  that  the  lowest  step  of  the  system 
is  the  apprentice  school,  under  the  control  of  the  minister  of  educa- 
tion. The  branches  of  instruction  are  (1)  the  mother  tongue;  (2) 
geography,  history,  and  nature  study;  (3)  penmanship;  (4)  arith- 
metic and  bookkeeping;  (5)  drawing  and  sketching.  Thus  the  Hun- 
garian schools  are  in  direct  line  with  modern  efforts  to  secure  general 
industrial  education. 


THE  ATTITUDE  OF  TRADE  UNIONS. 


25 


In  England  there  has  been  no  such  development  of  the  apprentice- 
ship system  as  is  found  in  the  United  States  and  in  the  countries  to 
which  reference  has  been  made.  In  these  countries  many  more  exam- 
ples might  be  cited,  but  the  above  seem  sufficient  to  indicate  the  course 
of  events.  It  will  be  seen,  when  descriptions  and  types  of  appren- 
ticeship systems  existing  in  this  country  are  given,  that  we  are  quite 
up  in  line  with  the  foremost  endeavors  of  educators  elsewhere  in  the 
field  of  industrial  methods. 


STATUTORY  REGULATIONS  RELATING  TO  APPRENTICES. 

Forty-three  of  the  46  States  in  the  Union  have  laws  relating  to  the 
employment  of  apprentices.  The  three  States  having  no  such  laws 
are  Idaho,  Nebraska,  and  Wyoming.  The  District  of  Columbia, 
governed  by  Federal  legislation,  has  laws  relating  to  the  subject. 
Nearly  all  these  laws  protect  the  minor  apprentices,  and  all  require 
that  masters  shall  teach  the  apprentices  the  trades  in  which  they  are 
engaged,  while  38  States  provide  that  in  addition  to  the  trade,  its  art 
and  mysteries,  the  apprentice  must  be  taught  the  common  English 
branches  of  education  in  some  public  or  other  school,  or  through  such 
other  means  as  the  employer  may  provide.  Thus  these  laws  in  38 
States  result  in  an  alliance  between  pure  trade  education  and  such 
schooling  as  every  youth  entering  business  should  have. 

As  a rule  the  branches  to  be  taught  are  reading,  writing,  and  the 
rules  of  arithmetic  to  a certain  degree.  The  States  that  have  no 
schooling  provision  in  their  apprenticeship  laws  are  Connecticut, 
Maine,  New  Jersey,  Oklahoma,  Pennsylvania,  South  Carolina,  Ver- 
mont, and  Washington.  While  the  apprentice  laws  of  the  different 
States  are  somewhat  voluminous  and  it  is  not  worth  while  in  this 
work  to  print  them  in  full,  a very  brief  digest  appears  in  the 
appendix. 


THE  ATTITUDE  OF  TRADE  UNIONS  TO  THE  APPRENTICESHIP 
SYSTEM  AND  TO  INDUSTRIAL  EDUCATION. 

As  already  stated,  trade  unionists  are  as  a rule  opposed  to  trade 
schools,  and  for  the  reasons  stated.  They  do  not  oppose  broad  gen- 
eral industrial  education  and  are  very  favorable  to  night  or  continu- 
ation schools,  the  latter  furnishing  opportunities  for  men  already  in 
trades,  journeymen  and  others,  to  acquire  information  concerning  the 
science  and  art  of  the  trades  in  which  they  are  working.  The  resolu- 
tions adopted  at  the  last  annual  convention  of  the  American  Federa- 
tion of  Labor  were  most  encouraging  in  this  respect,  and  indicated 
clearly  that  there  was  no  deep-seated  prejudice  on  the  part  of  the 
unions.  Everywhere  they  are  beginning  to  understand  that  indus- 
trial education  does  not  injure  those  already  engaged  in  industry. 


26 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


The  limitation  of  the  number  of  apprentices  in  each  trade  is  some- 
thing of  a bugbear.  So  far  as  the  facts  are  concerned,  it  is  quite  true 
that  the  number  of  apprentices  agreed  to  by  the  unions  is  ordinarily 
in  excess  of  the  number  that  the  trade  could  absorb.  Up  to  about 
1840  no  attempt  had  been  made  by  any  local  union  to  limit  the 
number  of  apprentices  other  than  the  mere  requirement  that  appli- 
cants seeking  membership  must  have  completed  their  terms  of  service, 
nor  is  any  regulation  of  apprenticeship  found  in  the  written  consti- 
tution adopted  by  any  of  the  unions  prior  to  1840  or  thereabouts. 

The  Typographical  Society  of  New  Orleans  was  the  first  local 
printers’  union  to  place  a limit  upon  the  number  of  apprentices,  and 
this  practice  by  the  New  Orleans  union  was  extended  to  other  local 
unions,  and  finally  adopted  as  a fixed  policy  by  the  International 
Typographical  Union. 

The  president  of  the  International  Union  of  Bricklayers,  at  its  sec- 
ond annual  convention,  announced  its  policy  as  follows : u The 
system  of  apprenticeship  is  the  very  cornerstone  of  our  institution, 
and  it  received  the  earnest  attention  of  the  previous  convention,  and 
if  the  article  in  our  constitution  is  carried  out,  it  will  be  a monu- 
ment that  we  will  be  proud  of.” 

Following  the  organization  of  international  unions  the  apprentice- 
ship question  was  developed  along  distinctive  lines.  So  in  the  cigar 
making  and  building  trades  and  others  rules  were  adopted,  while 
in  other  trades,  such  as  iron  molding  and  glass  blowing,  the  inter- 
national union  early  formulated  detailed  apprenticeship  regulations 
which  every  local  union  in  any  way  connected  with  the  international 
organization  was  bound  to  accept  and  enforce.® 

As  a rule  apprenticeship  is  very  largely  determined  by  trade  agree- 
ments, i.  e.,  by  agreements  between  the  employer  and  employees. 
Doctor  Motley  in  his  excellent  work,  Apprenticeship  in  American 
Trade  Unions,  just  quoted,  in  concluding  a chapter  on  apprentice- 
ship determined  by  trade  agreement,  says : 

The  general  purpose  of  the  apprenticeship  system,  namely,  to  provide  an 
adequate  supply  of  competent  workmen,  has  been  practically  the  same  from 
the  beginning  of  the  trades  in  this  country  to  the  present  time,  but  special 
phases  of  it  have  been  emphasized  at  different  periods.  During  the  early 
period  the  master  was  not  restricted  in  employing  apprentices,  and  often  en- 
gaged a large  number  in  order  to  receive  the  benefit  of  their  low  wages.  The 
opposite  tendency  was  emphasized  by  the  union ; for  the  interest  of  the  journey- 
men was  largely  considered,  and  a rigid  limitation  made  of  the  number  received. 
The  feature  greatly  emphasized  at  the  present  time,  especially  in  those  trades 
in  which  the  finished  product  enters  into  keen  competition,  is  the  uniform  ratio 
for  all  competing  shops.  In  securing  this  object,  conciliation  has  been  the 
method  most  generally  adopted. 

« See  Apprenticeship  in  American  Trade  Unions,  by  .Tames  M.  Motley,  Ph.  D.  Johns 
Hopkins  University  Studies  in  Historical  and  Political  Science,  Series  XXV,  Nos.  11-12 
(Nov.-Dee.,  1907), 


THE  ATTITUDE  OF  TRADE  UNIONS. 


27 


Doctor  Motley  states  that  of  the  120  national  and  international 
trade  unions,  with  a total  of  1,676,200  members,  affiliated  in  1904  with 
the  American  Federation  of  Labor,  50  unions,  with  a membership  of 
766,417,  did  not  attempt  to  maintain  apprenticeship  systems.  The 
remaining  national  unions,  i.  e.,  about  70  of  the  120,  with  a member- 
ship of  900,000,  together  with  some  half  dozen  unaffiliated  national 
unions,  attempted  more  or  less  successfully  to  enforce  apprenticeship 
regulations. 

It  is  quite  true  that  in  many  trades  the  union  regulations  relative 
to  the  employment  of  apprentices  are  disregarded  wholly  or  in  part 
by  both  the  unionists  and  their  employers.  The  prejudice  against 
any  form  of  industrial  education,  which  still  exists,  as  has  been  said, 
toward  the  trade  schools,  is  disappearing,  and  in  many  instances 
boards  of  management  of  local  schools  have  upon  them  representa- 
tives of  the  unions  involved.  Unionists  are  also  beginning  to  under- 
stand that  in  increase  in  skill,  as  well  as  increase  in  numbers  of 
skilled  workmen,  is  to  be  found  that  stability  of  wage  and  other 
conditions  to  be  desired,  rather  than  in  the  reverse. 

In  Massachusetts,  where  the  State  has  already  been  committed  to 
the  subject  of  industrial  education  by  positive  statutory  provision, 
the  antagonism  of  the  unionist  is  rapidly  fading  away,  and  he  is 
taking  an  honorable  part  in  the  projects  for  industrial  schools  and 
industrial  training  in  the  public  schools. 

The  relation  of  the  apprenticeship  system  to  industrial  education 
must  be  considered  in  the  light  of  the  attitude  of  trade  unions,  for 
without  thorough  cooperation  between  employer  and  employee,  as 
reciprocally  interested  in  industrial  training,  there  can  be  little  prog- 
ress. Manufacturers  desire  industrial  education  for  many  reasons. 
They  demand  skilled  workmen  more  and  more,  and  wish  to  see  the 
industries  of  the  country  put  upon  a strong,  solid  basis  so  far  as  skill 
is  concerned.  The  employee,  on  the  other  hand,  should,  or  ought  to, 
desire  the  same  results,  and  at  the  same  time  have  in  view  for  his 
children  the  opportunity  of  securing  a higher  place  than  he  himself 
has  been  able  to  attain. 

It  is  a reciprocal  question;  it  does  not  belong  wholly  to  the  em- 
ployer or  wholly  to  the  employee,  but  to  both  of  them;  but,  more 
than  all,  it  belongs  to  the  great  public ; and  as  the  agitation  proceeds 
and  the  establishment  of  industrial  schools  and  trade  schools  and  the 
expansion  of  the  apprenticeship  system  become  more  effectual,  all 
prejudice  will  cease  and  the  great  work  will  be  harmonized.  When 
the  wage  receiver  learns  that  increased  skill  means  increase  in  wages 
and  thus  enhanced  consuming  power,  by  which  demand  for  goods 
will  increase,  he  will  be  an  ardent  advocate  of  general  industrial 
education. 


28 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


TYPES  OF  SYSTEMS. 

I.— TYPE  IN  WHICH  SHOP  AND  SCHOOL  ARE  INTIMATELY 
CONNECTED. 

Each  establishment  that  has  some  form  of  apprenticeship  system 
has  its  own  type,  although  the  general  features  are  the  same  for  all. 
As  already  stated,  there  are  a great  many  concerns  in  this  country 
that  still  adhere  to  the  old  form  of  apprenticeship,  with  indentures 
specifying  all  the  conditions  under  which  the  apprentices  are  em- 
ployed. This  type  is  not  dead  but  is  going  out  of  use.  The  second 
type,  which  exemplifies  modern  conditions,  is  that  which  makes  pro- 
vision for  the  education  of  apprentices  both  in  the  shops  and  in  the 
class  rooms.  The  third  type  is  where  manufacturers  control  the  in- 
dividual apprentices,  to  some  extent,  outside  of  working  hours. 

It  does  not  seem  necessary  to  describe  the  old  type  of  apprentice- 
ship system,  but  the  new  types  should  be  described,  and  this  can  best 
be  done  by  giving  an  account  of  a few  typical  concerns,  or  concerns 
that  have  made  the  most  of  the  various  educational  features  connected 
with  the  employment  of  apprentices. 

THE  GENERAL  ELECTRIC  COMPANY,  LYNN,  MASS. 

Seven  years  ago  or  more  this  company  established  an  apprentice- 
ship system  based  on  new  methods  of  procedure,  with  a view  of  ac- 
complishing the  very  best  results.  - The  system  comprehends  a ma- 
chine shop,  tool  making,  pattern  making,  and  a foundry.  Four 
years  of  apprenticeship  are  required.  Apprentices  are  paid  9 cents 
per  hour  the  first  year;  12  cents  the  second  year;  14  cents  the  third 
3^ear,  and  16^  cents  the  fourth  year,  and  a cash  bonus  of  $100  is  given. 
Graduates  of  high  schools,  or  those  who  have  completed  a three-year 
course  in  such  schools,  may  have  their  apprenticeship  period  reduced 
one  year. 

The  significant  feature  in  the  General  Electric  Company’s  system 
is  the  practical  training  of  apprentices  in  large  “ training  rooms.” 
The  boys  are  in  these  rooms  for  two  years,  after  which  they  are 
placed  in  different  departments  of  the  factory.  This  is  considered 
the  great  point  of  advantage  in  the  General  Electric  Works.  Educa- 
tional courses  are  provided  by  the  company  in  academic  branches 
which  will  assist  the  apprentices  to  obtain  a better  understanding  of 
machines  and  machine  parts,  and  will  make  them  acquainted  with 
the  problems  and  calculations  connected  with  the  reading  and  com- 
prehension of  mechanical  drawings,  and  with  the  sketching  and  de- 
signing of  auxiliary  tools  needed  in  modern  manufacture.  The 
school  sessions  are  held  during  the  working  hours,  and  the  appren- 
tices are  paid  the  same  wages  during  these  hours  which  they  would 
receive  if  they  were  working  in  the  shops. 


TYPES  OF  SYSTEMS. 


29 


Of  course  some  foremen  object  to  this  method,  because,  as  they  say, 
it  interferes  with  production,  but  the  company  insists  that  on  the 
whole  it  is  for  the  best  interests  of  all.  The  course  of  study  in  the 
school  sessions  comprises  arithmetic,  elementary  algebra,  mensura- 
tion, elementary  trigonometry,  elements  of  machines,  power  trans- 
mission, strength  of  materials,  mechanism,  elementary  electricity, 
mechanical  drawing,  machine  designing,  and  jig  and  fixture  design- 
ing. 

Mr.  Magnus  W.  Alexander,  the  engineer  in  charge  of  apprentices, 
General  Electric  Works,  at  Lynn,  Mass.,  emphasizes  the  importance 
of  having  the  leaders  of  industries  more  interested  in  the  question 
of  the  insufficient  supply  of  skilled  mechanics,  and  he  believes  that 
manufacturers  should  be  more  thoroughly  aroused  to  the  necessity 
of  reviving  the  apprenticeship  system  and  adapting  it  to  meet  the 
new  industrial  conditions. 

Great  care  is  exercised  in  selecting  applicants,  as  well  as  in  the 
weeding-out  process  during  the  trial  period.  The  company  insists 
that  instruction  in  the  class  room  is  a necessary  part  of  the  appren- 
ticeship system.  Six  hours  a week  of  this  instruction  are  given  for 
ten  months  of  the  year.  About  one-fifth  of  the  apprentices  at  the 
works  are  at.  school  at  one  time,  and  the  services  of  one  man  are 
required  to  give  them  the  academic  instruction.  The  plan  of  paying 
the  boys  while  receiving  this  education  makes  them  feel  the  impor- 
tance of  the  education,  as  well  as  being  an  inducement  for  those  who 
might  otherwise  not  be  willing  to*  obtain  it  at  the  sacrifice  of  wages. 

The  teacher  in  the  school  must  be  a man  who  has  had  engineering- 
experience  and  has  the  pedagogical  qualities  of  a good  teacher 
besides.  He  must  be  acquainted  with  the  needs  of  the  factory  indus- 
tries in  general,  and  know  how  to  adapt  theoretical  school  training 
to  the  educational  needs  of  the  machine  trades.  The  work  in  science 
and  mathematics  is  very  concrete,  and  applies  to  the  factory  condi- 
tions of  the  General  Electric  Company.  The  problems  are  carefully 
selected  and  are  based  upon  actual  occurrences  in  the  factory.  This 
method  has  the  double  advantage  of  initiating  the  apprentice  into 
the  technicalities  of  the  business,  making  him  acquainted  with  the 
various  kinds  of  apparatus  manufactured  and  the  different  material 
used  for  each,  and  at  the  same  time  familiarizing  him  with  the  solu- 
tion of  the  same  class  of  problems  which  he  will  meet  later  on  as 
journeyman  and  foreman. 

Mechanical  drawing  is  not  taught  for  the  purpose  of  developing 
mechanical  draftsmen,  but  as  a means  of  teaching  designing  of  tools, 
jigs,  and  fixtures  needed  for  manufacturing  on  a large  scale.  The 
boys  are  taught  to  sketch  out  special  tools,  jigs,  and  fixtures  which 
may  be  required  from  time  to  time  for  labor-saving  purposes.  This 
is  not  considered  a question  of  executing  fine  drawings,  but  rather  of 


30 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


sketching  quickly  for  the  immediate  use  of  the  machinist  and  tool- 
maker  a required  tool,  which,  when  once  made,  is  liable  to  remain  in 
use  for  a long  period.  The  teaching  of  mechanical  drawing  in  this 
respect  differs  from  instruction  in  reading  mechanical  drawings. 

A feature  which  belongs  to  the  General  Electric  Company  alone, 
so  far  as  ascertained,  consists  in  examinations  in  the  school  work, 
which  are  held  frequently  during  the  year,  with  a final  examination 
at  the  end  of  the  course  to  determine  to  some  extent  the  standing*  of 
each  apprentice  and  the  wages  which  the  company  considers  commen- 
surate with  his  value  as  a journeyman. 

Mr.  Alexander  considers  that  the  methods  of  training  employed 
are  of  paramount  importance  in  considering  the  degree  of  skill  which 
will  be  acquired  by  the  apprentice  through  his  shop  work,  and  that 
here  there  is  naturally  a conflict  between  the  purpose  of  the  apprentice 
and  that  of  the  foremen  in  shops  which  have  an  apprenticeship  sys- 
tem different  from  the  one  carried  out  at  Lynn. 

Usually,  under  the  old  system,  the  boy  comes  for  shop  training, 
and  wants  to  procure  all  possible  information  in  the  shortest  time, 
and  desires  a variety  of  work  in  a department  and  an  opportunity 
to  work  in  all  departments.  The  foreman,  on  the  other  hand,  repre- 
senting the  company,  strives  for  economy,  for  cheapness  of  produc- 
tion, and  feels  that  he  can  better  further  his  ends  by  keeping  the 
apprentice  on  one  class  of  work  and  in  one  department  for  a long 
time.  Few  foremen  combine  a legitimate  care  of  their  own  interests 
with  a proper  appreciation  of  the  boy’s  objective. 

As  an  illustration,  the  average  foreman  utilizes  the  apprentice  at 
first  for  an  errand  boy  or  for  some  such  nonskilled  labor.  He  then 
gives  him  simple  work  at  the  bench,  such  as  chiseling  and  plain  filing, 
cleaning  of  small  castings,  or  assisting  the  stockkeeper  in  the  handling 
of  small  tools  and  stock  materials.  While  there  may  be  a certain  value 
in  this  class  of  work — for  it  makes  a boy  familiar  with  factory  life 
and  system,  accustoms  him  to  the  factory  atmosphere,  and  gives  him 
an  elementary  knowledge  of  his  trade — the  General  Electric  people 
feel  that  after  a time  the  bend  in  the  efficiency  curve  is  reached,  and 
any  further  expenditure  of  time  gradually  becomes  more  and  more 
disproportionate  to  the  additional  advantage  gained.  Bright,  ambi- 
tious boys  realize  when  this  point  in  the  curve  is  reached,  and  begin 
to  press  the  foreman  for  a higher  grade  of  work,  especially  work  at 
machines. 

This  position  of  the  General  Electric  Company  is  borne  out  by 
nearly  all  concerns  whose  systems  were  investigated  for  the  purpose 
of  this  bulletin.  The  result  of  this  condition  is  that  the  apprentice 
is  forced  to  push  himself  forward  in  order  to  learn  the  different  classes 
of  work,  while  the  foreman  is  usually  slow  to  respond  and  give  him 
the  advantage  of  a variety  of  training,  because  if  the  boy  is  inefficient 


TYPES  OF  SYSTEMS. 


31 


in  some  particular  branch  of  work  he  will  naturally  be  held  at  that 
work  for  improvement,  and,  on  the  other  hand,  if  he  is  efficient,  the 
foreman  is  likely  to  keep  him  for  an  undue  length  of  time  in  order, 
to  get  the  greatest  commercial  advantage  from  him. 

So  the  General  Electric  Company  has  attempted  to  equalize  the 
opportunities  for  all  apprentices  and  to  offer  them  expert  instruction 
in  the  practical  work  of  the  trade,  especially  during  the  first  part  of 
their  course,  through  what  is  called  the  “ apprentice  training  room.” 
This  feature  makes  the  apprenticeship  system  of  the  company  unique, 
and  a far  different  proposition  from  that  of  any  other  concern  so  far 
as  known. 

Where  teaching  is  carried  on  in  connection  with  shop  work,  many 
manufacturers  have  gone  no  further  than  to  employ  a suitable  man 
to  look  after  the  apprentices  and  to  assist  the  foreman  in  giving  the 
boys  industrial  training.  This  superintendent  of  apprentices  jointly 
represents  the  interests  of  the  employer  and  the  apprentice.  He  may 
go  so  far  as  to  inaugurate  classes  for  the  study  of  mechanical  drawing, 
mechanics,  and  kindred  subjects,  but  the  apprentice  in  his  shop  train- 
ing is  a pupil  of  whoever  happen  to  be  foreman  and  assistant  fore- 
man, or  leading  journeyman  in  the  department  to  which  he  has  been 
assigned.  These  men  are  skilled,  but  may  not  have  any  special  fitness 
for  imparting  instruction.  Moreover,  the  boy  may  be  handicapped 
by  being  assigned  to  a department  which  has  only  a small  amount  of 
work  on  hand,  and  this  of  such  a nature  as  not  to  add  to  his  skill  and 
knowledge,  while  other  departments  may  be  crowded  with  work  of 
instructive  and  interesting  character,  and  so  the  boy  who  happens  to 
be  assigned  to  the  first  department  is  put  at  a decided  disadvantage 
with  respect  to  the  apprentices  of  the  other  departments,  where  pro- 
ductive conditions  offer  a fine  opportunity  for  further  advancement. 

The  mechanician  of  the  General  Electric  Company  in  charge  of  the 
training  room  possesses  the  ability  and  patience  to  instruct  beginners, 
and  during  the  trial  periods  studies  each  boy’s  mental  and  moral 
make-up  and  his  native  ability  for  a chosen  trade.  The  instructor 
emphasizes  the  need  of  developing  in  his  training  room  the  best  and 
most  efficient  methods,  and  this  can  be  done  in  such  a room  better  than 
in  the  regular  shops,  because  the  boys  will  not  be  hampered  by  the 
hostile  attitude  which  may  be  encountered  in  factory  departments  on 
the  part  of  regular  workmen.  For  example,  the  boy  may  be  shown 
the  highest  practical  cutting  speeds  of  modern  steel  without  any 
reference  to  the  traditions  which  may  exist  in  the  mind  of  an  old 
workman.  Moreover,  those  in  charge  at  the  General  Electric  Com- 
pany’s works  believe  in  having  an  apprentice  who  has  thoroughly 
learned  a certain  operation  impart  that  knowledge  to  a new  appren- 
tice before  he  himself  is  taught  another  operation.  In  this  way 
apprentices  are  pupils  to-day  and  teachers  to-morrow.  This  develops 


32 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


in  the  apprentice  the  faculty  to  impart  the  knowledge  he  has  already 
received  and  thus  brings  out  the  best  efforts  of  the  individual. 

The  product  of  the  training  room  is  of  commercial  value.  The 
psychological  influence  of  commercial  work  is  of  great  importance. 
It  takes  a boy  out  of  the  sphere  of  theory  and  into  that  of  practice. 
It  clinches  his  interest,  and  makes  him  realize  that  the  product  of  his 
work  is  to  be  a part  of  some  interesting  machine. 

The  “ training  room  ” is  primarily  for  the  machinist  apprentices. 
The  smaller  number  of  students  in  pattern  making  and  foundry  work 
do  not  permit  of  so  elaborate  a system. 

After  the  students  have  spent  from  one  and  a half  to  two  and  a 
half  years  in  the  training  room  they  are  given  an  opportunity  to 
specialize  in  die  making,  tool  making,  or  laying  out  machine  work. 
The  apprentices  are  then  under  the  charge  and  discipline  of  the 
respective  shop  foremen. 

This  feature  obtains  in  some  other  cases,  especially  in  the  system  as 
carried  out  by  the  Yale  & Towne  Company,  at  Stamford,  Conn.,  as 
will  be  seen  later  on. 

Of  course  the  General  Electric  Company  encourages  graduate 
apprentices  to  remain  in  its  service.  The  number  who  do  remain  in 
the  service  of  the  company  is  fairly  satisfactory,  but  the  temptation 
of  the  graduate  apprentice  with  $100  in  his  possession  to  see  some- 
thing of  the  world  is  not  uncommon,  though  a number  of  them,  after 
seeking  employment  elsewhere,  sooner  or  later  return  to  the  company. 

Brown  & Sharpe,  at  Providence,  R.  I.,  have  had  a similar  ex- 
perience. 

The  efforts  of  the  General  Electric  Company  to  establish  a new, 
up-to-date  apprenticeship  system  have  met  with  results  satisfactory 
to  the  company,  and  the  system  has  been  copied  in  some  degree  by 
others.  Certainly  the  company  has  shown  its  desire  to  connect  the 
science  of  apprenticeship  with  the  science  of  industrial  education  and, 
so  far  as  this  investigation  shows,  they  have  succeeded. 

FORE  RIVER  SHIPBUILDING  COMPANY,  QUINCY,  MASS. 

The  apprenticeship  course  of  this  company  has  been  laid  out  on  a 
solid  basis.  The  apprentices  have  a special  man  to  look  after  them 
and  a special  academic  teacher  to  give  them  instruction.  There  is  no 
special  instructor  in  mechanical  drawing,  but  the  method  of  teaching 
mathematics  brings  out  the  subject,  one  or  two  boys  being  taken  at  a 
time  and  given  instruction  in  the  drawing  room. 

The  work  of  the  boys  in  the  different  trades  connected  with  ship- 
building is  varied  by  giving  them  a working  knowledge  of  all 
branches,  although  there  is  no  definite  time  schedule  arranged  before- 
hand, except  in  the  yearly  division  of  work.  Boys  have  a school 


TYPES  OF  SYSTEMS. 


33 


period  covering  twenty-two  weeks,  from  October  to  April.  Those 
selected  are  required  to  attend  two  hours  a day  each  for  two  days  a 
week,  this  time  being  accounted  for  in  that  of  the  regular  time  of 
service,  the  service  time  of  the  boys  being  shortened  if  they  stand  well 
in  their  class  or  do  outside  studying.  The  superintendent  of  appren- 
tices visits  each  boy  daily  to  see  that  he  gets  proper  instruction,  and 
keeps  all  records  of  his  time  and  efficiency.  The  general  manager 
reports  that  the  apprenticeship  system  has  given  them  an  efficient 
basis  for  a corps  of  skilled  workers. 

The  applicants  to  become  indentured  must  not  be  less  than  16  years 
of  age  and  are  not  wanted  when  more  than  IT  years  old.  They  must 
be  graduates  of  public  schools.  The  first  forty-eight  days  constitute 
the  term  of  trial.  Apprentices  are  not  expected  to  work  overtime,  but 
when  they  do  they  are  credited  with  the  number  of  hours  of  such  time 
in  their  service.  This  is  very  popular  with  the  boys.  They  are 
allowed  to  do  piecework,  and  are  given  the  difference  between  the 
regular  wage  per  hour  and  their  piecework  earnings  reduced  20  per 
cent.  At  the  present  time  the  apprentice  force  employed  by  the  com- 
pany is  about  5 per  cent  of  the  whole.  In  some  departments  the 
employees  are  40  per  cent  apprentices,  while  in  others  they  constitute 
only  about  1 per  cent. 

The  boys  are  anxious  to  enter  apprenticeship  in  the  machinist  and 
carpenter  trades,  for  they  can  make  use  of  this  knowledge  in  other 
places  than  the  Fore  River  Company.  The  superintendent  of  appren- 
tices does  not  feel  that  industrial  education  could  meet  the  needs  of 
the  company,  in  that  there  could  never  be  a special  school  for  ship- 
building in  Quincy,  so  they  must  always  give  the  training  themselves. 
There  are  at  the  works  in  Quincy  14  apprenticeship  departments, 
chiefly  those  of  blacksmiths,  coppersmiths,  electricians,  foundrymen, 
carpenters,  pattern  makers,  joiners,  machinists,  etc. 

As  a rule  the  course  runs  for  four  years.  Taking  the  apprentice- 
ship machinist  course  as  an  example,  it  is  found  that  during  the 
first  six  months  work  is  given  on  the  bolt  machine,  milling  machine, 
and  other  small  tools,  the  second  six  months  on  general  bench  work, 
such  as  shaping  and  filing;  the  third  six  months  the  boys  are  as- 
signed to  the  different  machinists  and  work  under  their  direction 
on  drills,  planers,  grinders,  lathes,  and  boring  mills.  The  fourth 
, six  months  they  are  given  work  on  slotters,  planers,  and  shapers. 

At  the  beginning  of  the  third  year  the  apprentice  is  placed  at  what- 
l ever  tool  he  has  shown  himself  to  be  most  efficient  and  is  given 
work  which  will  develop  his  special  ability.  If  apprentices  are 
particularly  well  qualified,  they  may  specialize  in  laying  out,  setting 
up,  and  finishing  work  in  the  tool  room,  or  in  erecting  and  installing 
engines  and  auxiliary  machinery  on  ships. 

56560—08 3 


34  APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 

After  the  first  six  months  school  work  is  required  of  the  apprentice, 
unless  he  shows  that  he  is  already  proficient  therein.  The  company 
always  selects  a few  boys  for  the  engineering  and  electrical  drafting 
rooms  each  year,  and  this  encourages  the  brighter  ones  to  study  up 
on  mechanical  drawing  and  mathematics,  and  to  do  well  in  their 
book  work,  in  order  that  they  may  become  draftsmen.  Some  of  the 
apprentices  attend  the  Y.  M.  C.  A.  classes  in  addition  to  the  regular 
class-room  work. 

During  the  first  two  months  of  probation  the  apprentices  are 
required  to  serve  as  messengers,  in  office  work,  or  helping  in  any 
miscellaneous  service. 

A fine  feature  of  the  system  in  force  by  this  company  consists  in 
a set  of  blanks  furnished  by  it  and  the  method  of  recording  the 
advancement  of  apprentices.  This  shows  that  they  intend  to  carry 
the  apprentice  through  a regular  shop  system.  The  quarterly  ap- 
prentice report,  which  the  foreman  is  obliged  to  make  to  the  super- 
intendent of  apprentices,  also  shows  that  the  apprentice  is  followed 
closely  in  regard  to  his  improvement,  etc.  The  company  also  pub- 
lishes a special  text-book,  called  a note  book  of  arithmetic  and  ge- 
ometry, for  the  apprentices.  This  is  a testimony  to  the  high  grade  of 
apprenticeship  system  which  the  company  is  attempting  to  carry 
out,  and  exemplifies  not  only  the  possibility  of  coordination,  but  tes- 
tifies to  the  efficiency  and  good  results  of  the  attempt. 

NEW  YORK  CENTRAL  LINES. 

The  New  York  Central  lines  have  established  what  is  called  by 
those  responsible  for  it  “ a rational  apprentice  system.”  Their 
efforts  parallel  the  methods  of  the  General  Electric  Company, 
already  described,  but  they  reverse  the  process.  While  the  Gen- 
eral Electric  Company  has  training  rooms  or  class  rooms  where 
theory  is  taught  for  the  first  year  or  two  of  the  apprentices’  expe- 
rience, and  then  transfers  the  apprentices  to  the  shops  for  the  prac- 
tical results  of  their  class-room  studies,  the  method  of  the  New  York 
Central  lines  reverses  this.  Instead  of  working  from  theory  to  prac- 
tice, they  work  from  practice  to  theory,  as  illustrated  by  Mr.  Cross, 
of  the  New  York  Central  lines.  They  take  an  old  steam  pump,  run 
it  by  compressed  air  in  the  school  room,  and  let  the  apprentices  see 
the  way  it  works,  take  it  apart  and  examine  into  the  valve  motion, 
make  drawings  of  the  various  parts,  calculate  the  cubical  contents 
of  the  cylinders,  study  the  various  mechanism,  and  then  go  out  into 
the  shop  and  grind  the  valves.  In  other  words,  starting  with  the 
pump,  they  work  down  through  the  various  subjects  of  arithmetic, 
geometry,  mechanical  drawing,  mechanics,  etc.,  as  applied  to  the 
action  of  the  pump. 


TYPES  OF  SYSTEMS. 


35 


The  authorities  of  the  railway  lines  interested  in  this  unique  experi- 
ment do  not  feel  that  trade  schools  meet  their  needs.  They  claim  that 
the  technical  requirements  of  a railroad  position  are  such  that  no 
special  trade  school  could  meet  them.  They  even  go  so  far  as  to 
minimize  the  value  of  the  railway  engineering  courses  in  technical 
colleges.  They  feel  that  the  trade  school  graduate  comes  into  the 
shops  with  a more  or  less  exalted  opinion  of  his  capacities,  that  they 
would  have  to  spend  a couple  of  years  making  him  over,  and  that 
those  years  would  be  more  or  less  wasted. 

This  experience  of  the  New  York  Central  lines  is  of  so  great  im- 
portance as  illustrating  the  most  advanced  type  of  apprentice  systems, 
that  considerable  space  is  here  given  to  a description  of  it.® 

Prior  to  the  inauguration  of  the  new  plan  there  had  been  some  ap- 
prentice schools  established  by  the  New  York  Central,  but  these 
schools  for  some  time  had  been  carried  on  by  the  local  management 
at  four  points — Elkhart,  Ind. ; Jackson,  Mich.;  Oswego,  N.  Y.,  and 
McKees  Rocks,  Pa. 

About  three  years  ago  an  apprentice  school  was  started  at  the  Elk- 
hart, Ind.,  shops  of  the  Lake  Shore  and  Michigan  Southern  Railway. 
Sessions  were  held  in  the  evening ; the  school  was  intended  primarily 
for  the  apprentices,  although  anyone  in  the  employ  of  the  company 
was  eligible  to  membership.  In  1886  evening  class  work  for  the 
apprentices  had  been  started  at  the  Jackson  shops  of  the  Michigan 
Central  Railroad,  and  in  1904  an  apprentice  school  was  organized  at 
the  Oswego  shops  of  the  New  York  Central  Railroad.  Attendance  in 
this  and  the  previously  mentioned  school  was  compulsory  for  the  ap- 
prentices, and  they  were  paid  for  their  time  in  the  class,  thus  making 
it  possible  to  enforce  somewhat  rigid  discipline.  About  three  years 
ago  an  evening  school  was  organized  at  the  McKees  Rocks  shops  of 
the  Pittsburg  and  Lake  Erie  Railroad,  where  classes  met  twice  a 
week,  and  the  attendance  of  the  apprentices  was  made  compulsory. 

The  new  plan  now  in  operation  was  not  put  in  force  until  March 
1906;  under  it  the  first  apprentice  class  was  started  at  the  West 
Albany  shops  in  May  of  that  year. 

The  apprentice  department  of  the  New  York  Central  lines  is  under 
the  direction  of  Mr.  C.  W.  Cross,  superintendent  of  apprentices, 
having  an  office  at  the  Grand  Central  station  in  New  York.  He  is 
assisted  by  Mr.  W.  B.  Russell,  who  has  charge  of  the  educational 
features.  The  central  organization  deals  with  the  general  problems 
affecting  the  apprentice  work,  outlines  the  different  courses,  looks 

® The  writer  is  greatly  indebted  to  Mr.  R.  V.  Wright  for  his  various  articles  on  the  New 
York  Central  lines,  which  appeared  as  a reprint  from  the  American  Engineering  and  Rail- 
road Journal  for  June,  July,  September,  October,  and  November,  1907,  in  a pamphlet 
entitled  “A  Rational  Apprentice  System,”  which  is  used  by  his  permission.  Mr.  Wright’s 
descriptions  have  been  supplemented  by  personal  investigation  of  the  work  of  the  New 
York  Central  lines. 


36 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


after  the  educational  features,  organizes  new  schools,  and  keeps  in 
close  touch  with  all  of  the  schools. 

Thus  far  apprentice  schools  have  been  established  at  nine  points  on 
the  system,  including  West  Albany,  Depew,  East  Buffalo,  and  Oswego 
on  the  New  York  Central;  Elkhart  and  Collinwood  on  the  Lake 
Shore  and  Michigan  Southern;  Brightwood  on  the  “Big  Four;” 
Jackson  on  the  Michigan  Central,  and  McKees  Rocks  on  the  Pitts- 
burg and  Lake  Erie. 

The  system  adopted  may  be  summed  up  under  the  following  three 
heads : ( 1 ) It  provides  for  a close  supervision  and  instruction  of  the 
apprentices  in  the  shop  by  the  apprentice  instructor;  (2)  a school 
is  conducted  by  the  company  during  working  hours,  the  apprentices 
being  paid  for  attendance,  at  which  mechanical  drawing  is  taught 
in  a practical  way;  (3)  a course  of  problems  carefully  arranged  to 
suit  the  needs  of  the  apprentices  has  been  prepared,  which  they  are 
expected  to  work  out  during  their  own  time.  This  system,  which 
differs  radically  in  many  respects  from  anything  that  has  been  done 
in  this  country,  follows  more  or  less  closely  the  general  principles 
governing  the  educational  system  of  the  British  Admiralty,  which 
has  been  in  operation  more  than  sixty  years,  and,  according  to  Sir 
William  H.  White,  has  produced  the  majority  of  the  men  who  are 
now  occupying  the  most  prominent  positions  in  the  shipbuilding 
industries  of  Great  Britain.  Sir  William  White  has  said : “ It  has 
given  to  private  shipbuilding  its  leaders,  who  have  risen  from  the 
ranks,  while  it  has  produced  men  holding  many  important  and  influ- 
ential positions  in  all  parts  of  the  world.” 

So  the  New  York  Central  authorities  hope  that  through  their 
expanded  apprentice  system  they  will  train  up  the  men  who  will  be 
the  leaders  in  railroad  work  on  their  lines.  Their  work,  therefore, 
and  that  of  the  General  Electric  Company,  already  described,  must 
stand  as  the  two  great  systems  on  a large  scale  for  the  purpose  of 
securing  general  industrial  training.  While  the  two  systems  have 
the  same  end  in  view,  they  find  it  essential  to  proceed  from  different 
points  of  initiative.  They  thus  constitute  together  most  interesting 
experiments. 

Under  the  New  York  Central  system  boys  come  into  contact  with 
actual  shop  conditions  from  the  very  first.  The  chief  special  features 
of  the  system  are  that  the  apprentices  are  instructed  in  drawing  and 
in  shop  problems  by  a man  already  in  the  service  of  the  company, 
on  the  shop  property,  during  working  hours,  and  while  under  pay. 
This,  it  must  be  observed,  is  an  important  element  in  the  modern 
apprenticeship  systems,  without  which  there  probably  would  not  be 
satisfactory  results.  The  apprentices  are  instructed  in  the  trade  in 
the  shop  by  a special  instructor,  who  gives  the  whole  or  part  of  his 
time  to  this  work  and  who  is  responsible  to  the  local  shop  manage- 


TYPES  OF  SYSTEMS. 


37 


ment.  This  is  an  important  feature.  Under  the  old  apprenticeship 
system  the  apprentices  lacked  instruction,  as  foremen  and  others 
were  not  willing  to  give  their  own  time  in  the  interest  of  the  appren- 
tices. Instruction  in  the  trade  is  given  in  the  shop  on  the  regular 
tools  and  in  the  regular  line  of  shop  work.  Apprentice  schedules 
are  followed,  assuring  a thorough  training  in  the  trade  and  giving 
the  necessary  variety  of  work. 

The  drawing  and  the  problem  courses  are  arranged  to  allow  each 
apprentice  to  progress  as  rapidly  as  he  desires,  but  so  as  to  enable  a 
single  instructor  to  handle  classes  with  as  many  as  24  students  in  a 
class.  The  character  of  the  courses  is  such  as  to  fit  the  standards  of 
the  road,  to  read  in  the  language  of  the  shop,  and  to  suit  the  special 
conditions  existing  locally.  The  method  of  instruction  differs  radi- 
cally from  the  ordinary  method  in  the  following  points:  Text-books 
are  not  an  essential  part,  of  the  plan;  there  is  no  subdivision  into 
subjects;  all  principles  are  clothed  in  problem  form;  there  is  no  arbi- 
trary standard  of  the  amount  of  ground  to  be  covered ; no  examina- 
tions are  held.  The  progress  and  marks  of  the  apprentices  are  based 
on  the  close  personal  touch  maintained  between  the  instructors  and 
the  apprentices. 

The  apprentice  work  can  be  installed  at  a greater  number  of  the 
shops  than  would  be  otherwise  practicable,  by  using  talent  already 
in  the  service  of  the  company. 

There  are  other  interesting  features  connected  with  the  system, 
especially  the  arrangement  for  evening  classes  for  employees  other 
than  apprentices.  The  men  in  the  shops,  both  foremen  and  work- 
men, have  evinced  considerable  interest  in  the  apprentice  schools, 
and  there  has  been  a demand  for  evening  schools  to  give  them  the 
same  advantages.  In  response  to  this  sentiment  on  the  part  of 
employees  evening  schools  have  been  started  at  McKees  Rocks, 
| Elkhart,  Jackson,  West  Albany,  Brightwood,  Oswego,  and  Collin- 
I wood.  These  classes  are  open  to  all  the  employees.  At  all  of  the 
' points  except  Elkhart  and  McKees  Rocks  the  men  meet  for  an  hour 
and  a half  or  two  hours  directly  after  the  shop  whistle  blows  in  the 
evening.  The  men  are  more  regular  in  attendance  and  take  a deeper 
interest  in  the  work  when  the  meeting  is  held  directly  after  the 
shop  closes.  The  make-up  of  these  classes  is  very  interesting.  At 
several  of  the  schools  where  there  is  a full  quota  of  apprentices  and 
a waiting  list,  the  boys  take  places  as  helpers  until  there  is  an  open- 
ing for  them  in  the  apprentice  department.  These  boys  usually 
enroll  in  the  evening  classes,  and  boys  who  have  finished  their  appren- 
ticeship also  follow  up  their  studies  in  connection  with  the  evening 
classes.  The  men  who  attend  them  take  the  same  course  as  the 
apprentices,  but  if  they  desire  may  skip  the  easier  portions.  As  a 


38 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


rule  they  prefer  to  take  all  the  work,  reviewing  that  part  with  wrhich 
they  are  familiar.  These  classes  give  the  more  ambitious  men  an 
opportunity  to  become  more  proficient  and  to  fit  themselves  for  better 
positions.  They  are  especially  valuable  for  foremen  and  assistant 
foremen  who  may  desire  to  brush  up  their  knowledge  of  drawing 
and  mathematics.  As  a result  of  the  classes  the  shop  men  are 
becoming  more  familiar  with  the  company  standards  and  being 
drawn  into  closer  touch  with  the  shop  draftsmen. 

The  advantages  thus  far  apparent  from  the  brief  experience  of  the 
New  York  Central  lines  are  that  a better  class  of  boys  is  secured. 
With  the  greater  opportunities  that  are  being  offered  this  is  the 
natural  result.  Formerly  it  was  difficult  to  keep  up  the  full  quota 
of  apprentices  at  most  of  the  shops.  Now  there  is  a waiting  list  for 
some  of  the  trades  at  several  of  the  shops,  and  apprentices  are  being 
secured  for  trades  formerly  without  them.  In  many  instances  high 
school  graduates  have  enrolled  themselves  as  apprentices.  At  shops 
where  there  is  a waiting  list,  as  just  stated,  the  boys  frequently  take 
places  as  helpers  or  wipers  and  enter  the  evening  classes  until  an 
opening  occurs  in  the  apprentice  department.  This  service  is  a sort 
of  probation  period,  and  those  who  are  unsatisfactory  are  sifted  out. 

The  boys  under  this  system  take  a greater  interest  in  their  work, 
and  because  of  the  principles  learned  in  connection  with  their  educa- 
tional studies,  are  better  able  to  understand  the  instructions  given 
them  and  carry  them  out  intelligently.  Their  earning  power  is  thus 
increased. 

From  a productive  point  of  view  the  work  of  the  shop  instructor 
is  especially  satisfactory.  There  is  a greater  output  when  the 
apprentice  is  shifted  to  a new  class  of  work.  The  instructor  stays 
right  with  him  until  he  understands  it  thoroughly.  Under  the  old 
system  of  apprenticeship  the  foreman  was  supposed  to  instruct  the 
apprentices.  He  would  almost  invariably  be  interrupted  a number 
of  times,  and  would  probably  hurry  off  after  he  had  half  instructed 
the  boy,  expecting  perhaps  to  return  shortly.  The  chances  were 
that  he  would  forget  all  about  it  and  the  boy  would  be  left  to  shift 
for  himself.  As  one  shop  superintendent  tersely  put  it,  under  the 
old  system  a boy,  after  working  on  a machine  for  two  or  three 
weeks,  might  get  to  a point  where  he  could  produce  one-half  of  a 
mechanic’s  output,  now  he  can  on  an  average  turn  out  seven-eighths 
of  a mechanic’s  output  after  three  or  four  days.  When  a workman 
does  not  report  for  duty  an  apprentice  can  be  put  on  the  job  under 
the  direction  of  the  instructor,  and  the  output  does  not  suffer  to  any 
great  extent.  The  increase  in  the  apprentice’s  output  due  to  the 
cause  mentioned  more  than  offsets  the  loss  of  time  due  to  class  work, 
which  amounts  on  an  average  to  forty  minutes  a day  for  each  boy. 


TYPES  OF  SYSTEMS. 


89 


Another  advantage  is  that  the  amount  of  spoiled  work  has  been 
very  greatly  reduced,  a saving  due  to  the  advent  of  the  shop  in- 
structor. 

At  the  end  of  each  year  the  instructors  draw  up  an  estimate  of 
the  personality  and  progress  of  each  apprentice.  This  is  made  up 
of  answers  to  the  following  questions. 

1.  Does  he  work  overtime  on  drawing  or  problems? 

2.  Is  he  the  type  of  boy  we  wish  to  have  in  our  employ  ? 

3.  Is  his  attitude  toward  his  employers  good  ? 

4.  Does  he  spend  his  time  well  outside  of  shop  hours  ? 

5.  Have  you,  or  has  the  shop  instructor,  succeeded  in  gaining  his 
confidence;  i.  e.,  would  he  come  to  you  first  in  trouble  of  any  kind? 

6.  Can  you  recommend  him  at  present  to  start  in  the  company 
drafting  room,  or  will  he  qualify  during  the  next  year?  (Give 
probable  date.) 

7.  What  is  his  strongest  point,  or  for  what  type  of  work  is  he  best 
fitted  ? 

8.  What  is  his  weakest  point,  or  for  what  type  of  work  is  he  least 
fitted  ? 

9.  Does  he  live  at  home  or  board  ? 

10.  What  is  his  address? 

There  are  many  incentives  to  encourage  the  apprentice  in  his  work. 
The  drawing  and  problem  courses  are  made  as  interesting  as  possible ; 
they  deal  with  no  abstract  theories,  but  all  the  exercises  and  prob- 
lems are  in  connection  with  the  practical  work  in  the  shop.  In  most 
instances  there  is  more  or  less  rivalry  among  the  apprentices  as  to 
their  progress  in  this  work. 

It  is  quite  probable  that  after  the  schools  have  been  established  for 
a period  long  enough  for  the  apprentices  to  have  had  time  to  com- 
plete the  course  in  drawing  and  problem  work,  a few  of  the  brighter 
graduate  apprentices  will,  as  an  additional  incentive,  be  sent,  at 
the  company’s  expense,  to  a technical  school  for  a year  to  finish  off 
their  course.  Such  men  will  then  be  admirably  prepared  for  work  in 
the  motive  power  department.  This  is  a most  encouraging  feature  un- 
der modern  apprenticeship  methods.  If  students  can  only  have  the  ex- 
perience of  a technical  school  after  all  their  training  as  apprentices, 
the  problem  of  industrial  education  will,  to  a very  large  degree,  not 
only  be  simplified,  but  placed  on  a footing  no  other  method  would 
secure. 

The  New  York  Central  is  also  adopting  another  method  in  this 
very  direction.  At  two  of  the  shops  the  apprentices  have  been  taken 
in  a body,  under  the  direction  of  instructors,  to  visit  neighboring 
shops  or  large  manufacturing  establishments;  as,  for  instance,  the 
apprentices  at  West  Albany  have  visited  both  the  American  Loco- 
motive Works  and  the  General  Electric  Company’s  works  at  Schenec- 


40 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


tady.  At  some  of  the  smaller  shops,  where  the  boys  are  not  able 
to  round  out  their  courses  to  advantage,  they  will  be  assigned  to 
larger  shops  for  their  fourth  year;  as,  for  instance,  the  company 
contemplates  giving  the  boys  in  the  car  department  at  East  Buffalo 
an  opportunity  of  spending  a year  at  the  West  Albany  shops,  in 
order  to  get  experience  in  repairing  passenger  cars.  This  is  an  added 
incentive. 

The  shop  superintendents  encourage  the  boys  by  occasionally  as- 
signing them  to  special  work  where  they  can  apply  the  knowledge 
in  drawing  or  mathematics  which  they  have  gained  in  the  class  room. 
One  shop  superintendent,  who  is  very  much  interested  in  the  appren- 
tices, makes  a point  of  occasionally  stopping  and  asking  an  apprentice 
something  about  the  work  which  he  is  doing  that  will  make  him  ap- 
preciate the  application  of  what  he  is  learning  in  the  class  room,  his 
aim  being  to  attract  the  attention  of  the  apprentice  and  induce  him  to 
put  his  very  best  efforts  into  his  work. 

The  experience  of  the  New  York  Central  lines  under  their  unique 
system  answers  a few  questions  which  advocates  of  industrial  educa- 
tion might  advance ; as,  for  instance,  What  is  the  attitude  of  the  men 
under  this  system?  Those  who  have  charge  of  the  system  under  the 
New  York  Central  answer  through  their  experience,  and  the  facts 
gained  through  inquiry  are  that  their  workmen  are  taking  a great 
deal  of  interest  in  the  new  development  and  that  they  look  upon  it 
with  considerable  favor.  There  has  been  very  little  incentive  dur- 
ing the  past  few  years  for  boys  to  enroll  themselves  as  apprentices, 
and  the  men  are  glad  to  have  an  opening  for  their  sons  by  which  they 
can  be  assured  of  a thorough  training,  which  will  make  them  first- 
class  mechanics,  and  which,  if  properly  followed  up,  wTill  fit  them  for 
positions  of  authority  and  responsibility.  On  account  of  the  neg- 
lect of  a proper  system  for  recruiting  men  the  percentage  of  skilled 
mechanics  has  very  sadly  decreased,  and  the  good  all-round  mechanic 
has  almost  been  lost  sight  of.  A system,  therefore,  that  will  build 
up  men  of  this  kind,  and  thus  add  dignity  and  importance  to  the 
position  of  the  mechanic,  is  to  be  welcomed. 

As  to  the  attitude  of  the  officers  of  the  road,  they,  from  the  gang 
boss  to  the  superintendent  of  motive  power,  seem  to  be  much  pleased 
with  the  new  system.  It  means  from  their  point  of  view  and  obser- 
vation that  they  are  going  to  have  more  efficient  men  under  them, 
and  that  the  problem  of  issuing  and  executing  orders  will  be  simpli- 
fied. The  boys,  coached  by  the  shop  instructor,  are  doing  better  work 
and  more  of  it,  and  the  amount  of  spoiled  work,  which  is  always  an 
item  where  there  are  many  boys  in  the  shop,  is  being  reduced  to  a 
minimum.  The  problem  of  securing  and  holding  apprentices  has 
been  solved,  and  in  a few  years  the  problem  of  securing  good  all: 
round  mechanics  will,  to  some  extent  at  least,  also  be  solved.  A point 


TYPES  OF  SYSTEMS. 


41 


blank  question  addressed  to  various  officers  as  to  whether  such  a sys- 
tem was  worth  while  and  really  paid,  was  met  by  a very  enthusiastic 
response  that  of  course  it  did,  and  in  most  cases  they  were  ready  to 
advance  good  reasons  as  to  why  this  was  so. 

It  is  interesting  to  note  the  attitude  of  the  different  officials  as  they 
enter  the  schoolroom  when  a class  is  in  session.  One  superintendent 
of  motive  power  always  promptly  removes  his  hat,  as  he  considers 
that  the  schoolroom  is  on  the  same  plane  as  a college  recitation  room 
and  deserving  of  the  same  respect  and  dignity. 

At  every  point  questioning  brought  out  the  fact  that  the  higher 
officials  quite  often  stop  in  at  the  schoolroom,  and  usually  examine 
the  work  the  boys  are  doing,  occasionally  asking  questions  or  in  some 
way  showing  their  interest  in  the  work. 

An  extension  of  the  system  is  contemplated  relative  to  the  car  de- 
partment. It  has  usually  been  considered  impossible  to  maintain  an 
apprenticeship  system  in  this  department,  and  recruit  the  force  other 
than  the  laborers  and  helpers  on  the  repair  track  from  its  ranks.  It 
was  said  to  be  impracticable  to  introduce  such  a system,  but  there  were 
last  year  five  regular  apprentices  at  East  Buffalo,  and  the  indications 
are  that  this  number  will  be  considerably  increased  in  the  near  future. 

With  this  expanded  system  in  successful  working  order  on  the  New 
York  Central  lines,  the  question  may  be  asked,  What  is  the  attitude 
of  other  roads  to  it?  The  general  criticism  has  been  made  that 
the  New  York  Central  is  educating  apprentices  for  other  roads,  and 
this  statement  is  probably  true  to  some  extent.  The  awakening  of 
interest,  however,  in  industrial  education  and  the  inquiries  and  ob- 
servations from  all  directions  indicate  that  other  railroads  are  now 
giving  this  matter  the  consideration  it  deserves,  and  in  some  instances 
have  taken  action  with  a view  to  inaugurating  some  phase  of  the  plan. 
The  fact  is  being  appreciated  that  no  outside  system  of  instruction, 
such  as  trade  schools,  correspondence  schools,  or  even  the  Y.  M.  C.  A. 
classes,  can  fully  meet  the  needs  of  the  apprentice,  and  that  the  con- 
trol and  direction  of  the  instruction  must  be  coincident  with  the  con- 
trol and  direction  of  the  shop.  The  indications  point  to  a day  not  far 
distant  when  each  railroad  will  have  a fully  equipped  apprentice  sys- 
tem organized  as  an  integral  part  of  its  motive-power  department. 
Before  such  work  can  start,  the  management  must  be  convinced  that, 
for  its  own  safety  in  the  future,  it  must  be  provided  with  skilled, 
intelligent,  native  workmen,  men  wTho  can  stand  on  their  own  merits 
and  do  the  work  which  is  needed  to  keep  this  country  commercially 
ahead  of  the  world ; men  who  command  the  respect  of  their  employ- 
ers; men  who  can  and  will  bring  skill  and  judgment  to  their  work, 
so  that  they  may  command  compensation  commensurate  with  their 
increased  ability. 

Thus  the  New  York  Central  lines  are  contributing  largely  to  the 
advancement  of  the  purest  forms  and  methods  of  industrial  education. 


42 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


Morgan’s  Louisiana  and  texas  railroad  and  steamship  company, 

AND  LOUISIANA  WESTERN  RAILROAD  COMPANY. 

The  apprenticeship  system  of  these  lines  is  practically  the  result  of 
many  years’  experience,  and,  in  addition  to  the  necessity  of  providing 
skilled  labor,  has  been  largely  due  to  a desire  to  assist  in  the  practical 
education  of  the  sons  of  employees  of  the  companies,  thereby  assisting 
them  in  securing  the  proper  means  of  livelihood,  and  giving  them  the 
opportunity  of  learning  a useful  trade  and  fitting  them  for  the  battle 
of  life. 

The  chief  element  which  warrants  a description  of  the  system  of 
these  lines'  at  this  place  is  the  establishment  of  class-room  work. 
When  an  apprentice  has  served  one  year  he  is  permitted  to  enter  the 
class  of  mechanical  drawing,  which  is  taught  two  nights  each  week  by 
a competent  instructor  from  the  drafting  department.  The  course  of 
instruction  begins  with  the  first  elements  of  mechanical  drawing  and 
simple  geometry,  gradually  followed  by  a more  difficult  quality  of 
work  with  descriptive  geometry,  which  is  continued  in  an  ascending 
grade  until  the  apprentices  or  students  are  fairly  good  draftsmen, 
and  able  not  only  to  read  a drawing  intelligently,  but  also  to  make 
their  own  series  of  drawings  from  the  first  rough  pencil  sketch  to  the 
finished  print. 

In  this  connection  it  may  be  said  that  it  is  required  by  the  com- 
panies that  when  the  apprentice  once  enters  the  drawing  class  he  shall 
be  constant  in  his  attendance,  and  this  requirement  is  one  of  the  con- 
ditions of  his  apprenticeship.  This  school  of  drawing  is  regarded  as 
one  of  the  most  important  and  essential  features  of  the  lines  men^m* 
tioned.  Aside  from  its  undoubted  value  to  the  graduates  in  provid^Bng 
for  their  future  career,  it  enables  the  companies  to  turn  out  of  tfHtair 
own  apprentice  schools  strictty  first-class  mechanics  and  young  rHhen 
who  are  far  above  the  average  of  those  who  ordinarily  seek  the  cWass 
of  employment  involved.  Many  of  the  very  best  men  that  the  ct»in- 
panies  have  had  in  their  shops  and  of  those  who  still  remain  be  Jhm 
with  them  as  apprentices,  and  a number  of  those  who  have  left  Bare 
now  occupying  responsible  positions  with  other  lines  which,  not  pur- 
suing a similar  system,  are  glad  to  take  advantage  of  the  opportuni- 
ties these  lines  provide.  « 

In  addition  to  the  opportunities  which  the  companies  provide  mor 
their  own  regular  apprentices  who  have  not  had  the  advantages# of 
college  or  manual  training  schools,  they  are  encouraged  to  tfeke 
courses  in  mechanics,  special  or  general,  with  correspondence  scholols 
of  recognized  standing,  as  the  technical  information  and  instruction 
thereby  gained  can  be  illustrated  and  fixed  in  their  minds  by  the  c»e- 
tails  of  daily  work  in  the  shops. 


TYPES  OF  SYSTEMS. 


43 


GRAND  TRUNK  RAILWAY." 

The  Grand  Trunk  Railway  has  had  an  efficient  apprentice  system 
in  force  in  its  shops  for  several  years  and  with  very  satisfactory  re- 
sults. It  includes  a thorough  shop  training  and  a course  in  mechan- 
ical drawing,  simple  mathematics,  and  applied  mechanics.  The 
applicant  must  be  not  less  than  15  nor  more  than  18  years  of  age. 
After  successfully  passing  his  entrance  examinations,  both  physical 
and  other,  the  apprentice  may  be  assigned  to  either  the  blacksmith 
shop,  boiler  shop,  or  any  shop  other  than  the  machine  and  erecting 
shop,  where  he  is  required  to  remain  for  a period  of  from  six  to  nine 
months.  He  is  given  a text  or  instruction  book  which  covers  his  en- 
tire apprenticeship  and  contains  the  questions  which  he  will  be  re- 
quired to  answer  correctly  before  being  promoted  from  one  class  of 
work  to  another.  There  are  quite  elaborate  rules  for  examinations, 
and  general  rules  relative  to  marking,  etc. 

Apprentices  in  machine  work  and  fitting  are  required  to  serve 
five  years;  others  serve  only  four  years.  All  are  required  to  attend 
evening  classes  twice  a week  from  October  to  April.  These  are  in 
charge  of  competent  instructors,  and  the  course  includes  a thorough 
training  in  mechanical  drawing,  arithmetic,  and  applied  mechanics. 
This  instruction,  together  with  the  necessary  material  (excepting 
the  drawing  instruments,  which  must  be  provided  by  the  appren- 
tices) , is  furnished  free  of  charge  by  the  company.  The  boys  are  not 
paid  for  the  time  spent  in  the  class  room.  Apprentices  who  do  not 
attend  the  classes  regularly  and  who  do  not  have  a good  excuse  for 
being  absent  are  discharged. 

While  the  system  on  the  Grand  Trunk  works  satisfactory,  it  is 
not  as  broad,  comprehensive,  and  expansive  as  that  in  vogue  on  the 
New  York  Central  lines. 


OTHER  RAILROADS. 

Messrs.  Cross  and  Russell,  of  the  New  York  Central  lines,  have 
recently  been  making  an  investigation  of  the  apprenticeship  systems 
the  large  railroads  of  the  United  States,  and  as  a result  have 
found  that  55  railroads  have  7,053  apprentices  in  368  shop  plants, 
while  67  plants  answering  have  no  apprentices.  Thirteen  railroads 
pay  apprentices  to  attend  school,  15  make  attendance  compulsory; 
on  13  railroads  the  schools  are  held  in  working  hours,  while  on  5 
the  school  is  held  in  the  evening. 

The  Santa  Fe  Railroad  system  now  has  10  schools  in  operation 
with  347  apprentices.  The  Pittsburg  and  Lake  Erie  has  a school  at 
McKees  Rocks  with  36  apprentices.  The  Minneapolis,  St.  Paul  and 
Sault  Ste.  Marie  has  a school  at  Minneapolis,  with  29  apprentices. 

a American  Engineering  and  Railroad  Journal,  January  1908. 


44 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


The  Union  Pacific  has  two  schools,  -one  at  Omaha  with  71  and  one  at 
Cheyenne  with  12  apprentices.  The  Delaware  and  Hudson  has  two 
schools,  one  at  Green  Isle  with  25  and  one  at  Oneonta  with  33 
apprentices. 

Schools  mean  in  this  connection  the  number  of  branches  of  an 
apprenticeship  system  on  the  various  divisions  of  a railroad  where 
apprentices  work  in  the  shop  and  also  work  in  the  schoolroom. 

LUDLOW  MANUFACTURING  COMPANY,  LUDLOW,  MASS. 

This  company  maintains  a school  for  the  purpose  of  training 
apprentices  in  the  special  branch  of  the  textile  trade  concerned  with 
the  manufacture  of  jute  goods.  It  has  a purpose  outside  of  this, 
for  an  attempt  is  made  to  develop  desirable,  law-abiding  citizens. 
The  conditions  prevailing  in  the  village  which  makes  this  school 
possible  are  peculiar,  the  manufacturing  company  having  built  the 
sewer,  constructed  the  streets,  and  supplied  the  village  with  water, 
light,  and  power.  This  varied  activity  of  the  company  offers  a 
very  particular  field  of  work  for  boys  educated  in  the  company’s 
school. 

The  school  was  started  on  the  discovery  that  of  the  fifty  or  more 
overseers  and  second  hands  employed  by  the  company,  not  one  had 
in  forty  years  been  educated  in  the  village  schools,  and  most  of 
them  had  received  their  technical  training  in  Scotch  mills.  This 
discovery  made  it  evident  that  the  company  must  depend  upon  men 
trained  abroad  or  else  give  boys  growing  up  in  the  village  an  educa- 
tion which  would  fit  them  for  responsible  positions  in  their  mills. 

The  instruction  is  of  two  kinds — the  practical  part,  which  is  given 
in  the  mill,  and  the  theoretical  part,  given  in  the  school.  Each  boy 
spends  five  hours  every  working  day  caring  for  some  machine  or 
performing  such  work  as  is  assigned  to  him  in  the  mill.  The  mill 
work  the  first  year  consists  in  sewing  trolley  bands,  doffing,  tending 
creels,  supplying  different  machines  with  bobbins  of  the  proper  kind 
of  yarn,  packing  cans,  running  lappers,  running  calendar,  making 
reels  of  twine,  taking  care  of  finished  card,  and  making  tests  of 
yarn  for  weight  and  strength.  Every  three  months  every  apprentice 
is  transferred  to  another  machine  or  to  other  duties  representing 
additional  stages  in  the  process  of  manufacture. 

The  mill  work  of  these  apprentices  is  under  the  supervision  of  the 
regular  mill  overseers,  some  of  whom  are  members  of  the  evening 
classes  in  the  textile  school,  which  fact  has  an  important  bearing  on 
their  treatment  of  the  apprentices,  in  that  they  feel  themselves  to  be 
a part  of  the  school  and  thus  more  interested  in  the  welfare  of  the 
school  while  in  the  mill  overseeing  the  work  of  the  boys.  The  ap- 
prentices attend  school  three  hours  each  day  and  receive  three- 
fourths  of  what  they  would  receive  if  they  worked  that  time  in  the 


TYPES  OF  SYSTEMS. 


45 


mill;  in  other  words,  each  apprentice  is  paid  for  his  mill  work  at  the 
regular  rate  per  hour,  amounting  to  one-half  day,  and  in  addition 
receives  one-fourth  pay  for  ,his  school  attendance. 

The  boys  are  divided  into  two  classes,  so  arranged  that  the  work 
performed  in  the  mill  in  the  morning  by  one  class  is  continued  by 
the  other  class  m the  afternoon.  The  class  which  attends  the  morn- 
ing session  of  the  school  and  works  in  the  mill  in  the  afternoon  dur- 

o 

ing  one  week  reverses  this  arrangement  the  following  week.  The 
results  show  that  better  work  is  done  in  the  school  by  the  morning 
class. 

The  boys  must  be  between  the  ages  of  14  and  16,  in  good  physical 
condition,  and  of  good  moral  character  when  entering.  They  must 
possess  a fair  knowledge  of  English  and  arithmetic.  The  appren- 
tices do  not  sign  a contract,  but  leaving  the  employ  of  the  company 
means  severing  their  connection  with  the  school ; thus  there  is  a bond 
which  holds  the  apprentices.  The  school  work,  conducted  in  a sepa- 
rate building  devoted  to  school  purposes,  commences  in  September 
and  continues  for  eleven  months,  with  a short  recess  at  Christmas. 
All  expenses  are  paid  by  the  Ludlow  Manufacturing  Associates. 
The  majority  of  the  pupils  are  of  Scotch  descent.  A large  propor- 
tion of  the  workers  in  the  mills  are  Poles  and  Italians,  but  none  of 
them  attend  the  school. 

The  moral  influence  of  the  school  is  already  apparent,  although  it 
has  been  but  a short  time  in  operation.  In  personal  appearance  and 
cleanliness  the  boys  have  greatly  improved.  They  have  learned  that 
soiled  hands  mean  soiled  drawings,  and  they  have  thus  seen  the  bene- 
fit of  soap  and  water.  It  is  a common  remark  about  the  beautiful 
town  of  Ludlow  that  the  increased  interest  and  intelligence  shown  by 
the  boys  in  the  textile  school  have  to  some  extent  spread  to  other  boys, 
and  it  is  believed  that,  apart  from  turning  out  foremen,  the  school 
will  in  this  way  be  a benefit  to  the  village  as  well  as  of  practical  value 
to  the  company. 

The  outline  of  the  course  of  study  at  present  is  tentative,  but  it  will 
probably  embrace  four  years’  work.  Some  special  features  projected 
are  of  interest.  A special  shop  arithmetic,  covering  all  the  operations, 
calculations,  and  duplications  performed  in  the  mills,  is  provided. 
This  book  has  been  prepared  by  the  mill  overseers  and  the  director  of 
the  school.  In  manual  training  the  boys  make  parts  of  looms  and 
other  models  which  have  reference  to  the  machinery.  Jute  and  hemp 
seeds  have  been  planted  near  the  school;  it  is  proposed  to  study  the 
plants  at  different  stages  of  their  growth,  making  sketches  of  the  parts 
and  attempting  to  extract  the  fiber.  7n  ge^tfflp^  particular  refer- 
ence is  made  to  the  United  States  and^fc|^Hfin;ries  where  fibers  are 
produced. 


■\ 


46  APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 

In  the  history  work  the  boys  study  the  history  of  the  textile  indus- 
try; the  savage  and  semicivilized  beginnings,  developing  into 
modern  textile  machinery  and  the  steam  engine;  industrial  develop- 
ment in  the  United  States  and  in  England ; the  growth  of  the  factory 
system  and  the  factory  acts  of  England,  etc.  In  connection  with 
their  studies  in  physics  they  examine  and  grade  fibers,  use  the  cali- 
brating scales,  measure  and  weigh  rove  and  yarn,  test  the  strength  of 
fibers,  make  tests  for  moisture,  tabulation,  etc.  In  English  they  have 
a certain  amount  of  required  reading,  writing  of  business  letters, 
study  of  business  forms,  writing  of  shop  English,  etc.  Special  em- 
phasis is  placed  upon  that  side  of  each  subject  which  is  related  to 
mill  work. 

They  are  solving  at  Ludlow  a peculiar  problem,  and  one  which 
belongs  emphatically  within  the  realm  of  industrial  education  of  a 
high  order. 

WESTINGHOUSE  AIR  BRAKE  COMPANY,  PITTSBURG,  PA. 

This  company  combines  shop  and  school  work.  The  only  require- 
ments for  entrance  are  that  the  applicant  must  be  16  years  of  age  or 
over,  of  good  moral  character,  mentally  bright,  and  have  completed 
his  school  studies  through  decimals  in  arithmetic.  In  connection 
with  its  system  the  company  has  a day  school  at  which  attendance 
on  the  part  of  the  apprentices  is  compulsory,  the  time  devoted  to 
educational  work  averaging  about  seven  and  one-half  hours  weekly, 
the  apprentice  being  paid  the  regular  rate  per  hour  for  the  time 
spent  in  school.  The  school  period  extends  from  the  middle  of 
September  to  the  middle  of  June. 

In  connection  with  the  day  school  the  company  has  a night  school, 
at  which  the  attendance  of  the  apprentices  is  not  compulsory.  The 
courses,  other  than  those  directly  concerned  with  the  trade  itself, 
are,  for  the  first  year,  arithmetic,  algebra,  business  English,  indus- 
trial composition,  freehand  perspective  and  mechanical  drawing;  for 
the  second  year,  algebra,  mechanics  of  physics,  industrial  composi- 
tion, shop  problems,  mechanical  drawing;  for  the  third  year,  algebra, 
geometry,  chemistry,  mechanical  drawing,  shop  problems;  for  the 
fourth  year,  geometry,  electricity,  shop  problems,  mechanical 
drawing. 


D.  A.  TOMPKINS  COMPANY,  CHARLOTTE,  N.  C. 


This  company  feels  disposed  to  reduce  the  age  of  the  apprentices 
as  much  as  pc'  sil!®fc^the  kindergarten  plan.  Their  experience 
shows  that  an  apprein^B^K  years  will  make  a better  machinist 
at  16  or  17  than  an  appiS^^fcf  16  can  make  by  20  or  21  years.  In 
the  case  of  young  apprenti^Bke  company  appoints  a journeyman 


TYPES  OF  SYSTEMS. 


47 


workman  as  a sort  of  foster  father,  with  instructions  that  the  young 
apprentice  shall  not  be  worked  for  profit,  nor  at  all  except  in  a sort 
of  kindergarten  way.  The  company  finds  that  this  requires  a well- 
balanced  judgment  for  the  proper  result,  but  that 'the  undertaking 
is  not  too  difficult.  It  is  trying  to  work  out  the  problem  of  school 
and  shopwork  coordinated. 

CINCINNATI  MILLING  MACHINE  COMPANY,  CINCINNATI,  OHIO. 

This  company  has  an  apprenticeship  system  where  they  take  boys 
16  years  of  age  or  older,  employ  them  for  a probation  period  of 
several  months,  and  then  if  they  are  willing  and  have  shown  them- 
selves willing,  they  are  taken  under  a full  apprenticeship  contract. 

In  addition  to  the  training  in  one  of  the  three  or  four  branches  of 
the  machinist  trade,  to  be  decided  on  by  agreement  between  the  em- 
ployer, the  apprentice,  and  his  guardian,  the  boys  have  an  oppor- 
tunity of  attending  an  apprentice  school  established  by  the  company. 
They  are  formed  into  classes  of  18  or  20  each,  and  meet  with  a special 
instructor  one  evening  a week  for  two  hours.  Their  schedule  of  work 
consists  chiefly  of  shop  arithmetic  and  the  solution  of  those  problems 
with  which  they  come  in  contact  in  their  shop  work.  There  is  no 
€lass  work  and  the  boys  are  not  asked  to  recite,  the  entire  object  of 
the  company  being  to  teach  the  boys  to  use  things  and  to  think. 

This  school  has  been  in  operation  for  over  a year,  and  the  results 
have  been  highly  satisfactory;  the  boys  take  an  intense  interest  in 
their  school,  with  the  immediate  result  of  a greater  interest  in  their 
shopwork,  and  the  mental  development  which  they  acquire,  coinci- 
dent with  their  shop  manual  training,  has  resulted  in  marked  im- 
provement in  their  everyday  work. 

DAVID  LUPTON  S SONS  COMPANY,  PHILADELPHIA,  PA. 

This  compan}^  is  engaged  in  the  manufacture  of  architectural 
sheet-metal  work.  It  has  an  apprenticeship  system  established  in 
1900.  During  the  first  two  years  of  its  experience  each  apprentice 
was  requested  to  register  with  some  institution  of  learning  where  he 
could  study  the  technical  branches  of  the  trade,  but  this  effort  proved 
to  be  an  absolute  failure.  While  the  boys  would  register,  they  would 
not  attend  and  apply  themselves;  but  in  the  fall  of  1907  the  com- 
pany made  arrangements  with  the  Philadelphia  North-East  Branch 
of  the  Young  Men’s  Christian  Association,  under  which  the  com- 
pany pays  the  boys’  membership  fee  of  $5  and  $1  for  class  fee  for 
each  apprentice,  the  branch  employing  instructors  suggested  by  the 
company  and  furnishing  a class  room  two  nights  a week  for  a term 
of  twenty-six  weeks.  The  company  has  in  its  employ  two  foremen, 
eminently  fitted  for  the  position,  and  they  have  worked  as  instructors. 


48 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


At  the  close  of  this  investigation,  in  May  1908,  the  company  had 
just  concluded  the  first  school  term  under  the  above  arrangement, 
and  stated  that  it  was  more  than  pleased  with  the  results,  both  as 
to  instructors  and  apprentices.  The  instruction  was  confined  to 
arithmetic,  geometry,  and  drawing  pertaining  to  the  sheet-metal 
trade  in  all  its  various  branches. 

Of  course,  the  curriculum  is  peculiar  to  the  work  done.  The  com- 
pany insisted  at  the  inception  of  the  class  that  it  was  just  as  neces- 
sary for  an  apprentice  to  be  punctual  in  attendance  and  diligent  in 
his  studies  as  to  report  every  day  for  work,  and  that  any  violation  of 
this  requirement  would  be  sufficient  cause  for  dismissal.  By  sus- 
pending a number,  with  the  understanding  that  they  could  not  report 
for  work  until  their  home  tasks  were  submitted  satisfactorily,  it 
broke  up  a concerted  action  to  defeat  the  purpose  of  the  school  work 
of  the  company.  Now  the  general  results  are  not  only  satisfactory, 
but  extremely  gratifying.  The  company  has  succeeded  in  getting 
apprentices  interested,  so  that  they  are,  by  the  information  they 
have  acquired,  enabled  to  get  better  results. 

SOUTHERN  BELL  TELEPHONE  COMPANY,  ATLANTA,  GA. 

This  company  maintains  at  Atlanta  an  operators’  school,  com- 
pletely equipped  with  all  the  apparatus  necessary  for  giving  local  and 
long-distance  service.  The  school  is  conducted  by  an  instructor  and 
two  assistants.  While  in  the  school  the  students  are  paid  50  cents 
per  day  and  are  at  no  personal  expense  whatever,  as  the  company  fur- 
nishes all  charts,  books,  apparatus,  etc.  It  also  furnishes  regular 
work  for  the  graduates  of  the  school. 

INTERNATIONAL  HARVESTER  COMPANY,  CHICAGO,  ILL. 

This  company  has  equipped  a special  machine  shop  as  a technical 
school  for  evening  classes  in  shop  practice,  and  the  results  during  the 
past  two  or  three  years  warrant  it  in  continuing  the  plan.  There  are 
carried  on  three  or  more  lines  of  work  in  which  lads  may  enter  for 
training,  the  company  teaching  some  classes  in  elementary  mathe- 
matics, reading,  and  writing  during  the  working-day  period,  which 
classes  the  boys  are  expected  to  attend,  they  being  paid  for  the  time 
so  employed. 

THE  WILLIAM  TOD  COMPANY,  YOUNGSTOWN,  OHIO. 

This  company,  engine  builders,  has  an  apprenticeship  system  on  a 
progressive  basis.  It  starts  a boy  on  the  first  of  every  month.  For 
the  first  year  he  is  moved  from  one  tool  to  another  every  month, 
working  on  small  tools  which  are  regularly  devoted  to  apprentice 
work.  He  serves  here  a sufficient  length  of  time  to  acquire  some 


' TYPES  OF  SYSTEMS. 


49 


knowledge  of  the  various  operations,  such  as  drilling,  turning,  and 
planing;  then  for  eighteen  months  he  is  put  on  the  floor  as  a fitter, 
or  on  such  work  as  he  can  do  satisfactorily  and  efficiently,  the  idea 
being  that  he  will  acquire  a knowledge  of  the  various  operations  and 
a general  idea  of  the  trade.  The  last  eighteen  months  he  is  again 
put  on  machine  tools,  being  moved  every  two  months  from  one  tool 
to  another,  and  he  is  expected  to  acquire  considerable  accuracy  and 
speed.  This  is  rather  a novel  plan,  but  it  works  satisfactorily. 

The  company  states  that,  by  planning  exactly  where  each  appren- 
tice is  to  be  during  his  entire  apprenticeship,  it  is  able  to  work  a 
large  number  of  apprentices  without  requiring  an  extraordinary 
amount  of  attention  from  the  foreman,  as  it  is  expected  that  each  boy 
will  do  considerable  toward  breaking  in  the  boy  who  follows  him. 

The  company  is  also  doing  something  in  the  way  of  school  educa- 
tion. It  is  its  practice  to  offer  to  pay  half  the  expense  incurred  by 
any  of  the  apprentices  in  an  approved  night  school  bearing  on  the 
apprentice’s  trade,  provided  he  does  satisfactory  work.  Under  these 
conditions  about  a third  of  the  boys  are  taking  up  various  lines  of 
educational  work. 

WESTERN  ELECTRIC  COMPANY,  CHICAGO,  ILL. 

This  company  has  an  apprenticeship  system  combining  shop  and 
class-room  work.  Applicants  for  apprenticeship  are  required  to  pass 
an  examination  in  arithmetic  before  their  names  are  placed  on  the 
list  of  eligible  candidates.  Every  apprentice  attends  twTo  classes  a 
week,  one  in  mathematics  and  one  in  drawing.  The  class  work  comes 
the  last  working  hour  of  the  day,  and  the  apprentices  are  paid  for 
the  hour  at  their  regular  shop  rate.  Apprentices  are  divided  into 
two  classes:  First  class,  mathematics  1,  drawing  1;  second  class, 
mathematics  2,  drawing  2.  Mathematics  1 consists  of  arithmetic 
problems,  attention  being  given  to  their  application  to  shop  problems. 
Four  or  five  problems  for  home  work  are  given  each  week.  Mathe- 
matics 2 includes  algebra  and  plane  geometry.  Drawing  1 takes  up 
geometrical  problems,  drawing  2 orthographic  projection  and  the 
making  and  reading  of  shop  drawings. 

In  the  class  of  mathematics  the  boys  are  furnished  small  note- 
books, in  which  they  are  expected  to  keep  definitions,  rules,  etc. 
The  company  has  decided  to  give  two  lectures  a month  to  all  in- 
dentured apprentices;  these  lectures  are  given  by  heads  of  depart- 
ments, the  subject-matter  to  be  elementary  in  character,  and  as  far 
as  possible  to  consist  of  Western  Electric  methods  of  manufacture, 
illustrated  by  examples  of  the  work  and  by  blackboard  sketches.  It 
is  proposed  to  have  each  speaker,  whether  he  speaks  on  manufactur- 
o6560 — 08 4 


50 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


ing  or  other  work,  bring  out  clearly  the  relation  between  the  depart- 
ment with  which  he  is  connected  and  the  department  in  which  the 
apprentice  is  employed.  The  idea  is  to  teach  the  apprentice  to  see 
the  relationship  between  the  work  he  is  engaged  in  and  that  of  other 
departments.  If  he  is  repairing  a jig  or  fixture  he  should,  by  virtue 
of  his  knowledge  of  where  and  how  the  tool  is  used,  be  able  to  exer 
cise  the  necessary  judgment  in  making  the  best  possible  job  of  repair- 
ing. He  must  be  taught  to  place  himself  in  the  position  of  the  man 
who  is  to  use  the  tool,  and  look  at  it  from  the  other  man’s  view  point. 
In  short,  he  must  be  taught  the  value  of  good  judgment.  It  is  im- 
portant that  he  recognize  the  necessity  for  such  requirements  as  the 
keeping  of  his  time  on  each  job,  and  keeping  it  accurately,  it  not 
being  possible  to  determine  the  cost  of  a job  without  this  information. 

By  giving  the  apprentice  thorough  instruction  in  the  trade  he  is 
learning  and  a general  knowledge  of  other  branches  of  the  business, 
the  company  hopes  to  obtain  far  better  workmen  than  has  been  pos- 
sible heretofore.  ^ 

R.  K.  LE  BLOND  MACHINE  TOOL  COMPANY,  CINCINNATI,  OHIO. 

This  company  has  an  apprenticeship  system  which  has  been  run- 
ning under  the  universal  contract  approved  by  the  National  Metal 
Trades  Association.  It  has  had  various  kinds  of  apprenticeship  sys- 
tems in  its  plant,  but  as  a rule  they  have  not  proven  entirely  satis- 
factory. The  company  thinks  that  the  old  method  of  apprenticeship 
has  not  proved  to  be  just  what  is  needed;  that  the  best  method  of  in- 
structing young  men  in  the  machinist  trade,  in  which  this  company 
is  engaged,  is  to  establish  a separate  department  for  this  purpose, 
where  the  young  men  can  be  taught  the  trade  in  an  atmosphere  that 
is  removed  from  the  rush  and  hurry  of  the  shop,  and  also  where  they 
can  receive  instruction  in  mathematics,  mechanical  drawing,  and 
kindred  subjects.  The  company  is  of  the  opinion,  and  stated  it  as  a 
fact,  that  if  to  instruct  a young  man  be  the  sole  object,  more  can  be 
accomplished  by  such  a system  in  one  year  than  in  three  years  by  the 
old  method  of  apprenticeship.  The  company  also  believes  that  a 
school  department  would  relieve  the  shop  foremen  of  the  trouble, 
labor,  and  expense  of  instructing  the  apprentices,  and  place  it  in  the 
hands  of  one  man.  This  man  would  have  to  be  one  of  the  best  men 
employed  in  the  plant  and  of  a high  order  of  intelligence,  and  its 
opinion  is  that,  after  the  apprentice  had  spent  about  three  years  in 
the  school  department,  he  could  be  taken  into  the  shop  and  put  at 
regular  manufacturing  operations  as  a journeyman.  This,  it  believes, 
would  be  a far  cheaper  method,  as  well  as  more  efficient  and  fairer  to 
the  apprentices  than  the  old  one. 


TYPES  OF  SYSTEMS. 


51 


GEORGE  V.  CRESSON  COMPANY,  PHILADELPHIA,  PA. 

This  concern,  which  manufactures  iron  work,  such  as  hoisting 
engines,  cranes,  etc.,  and  thus  has  an  excellent  opportunity  of  utiliz- 
ing the  apprenticeship  system,  employs  a supervisor  of  apprentices, 
who  engages  the  boys  throughout  the  works.  The  system  in  vogue 
here  is  in  a way  along  the  same  lines  as  that  in  vogue  at  the  General 
Electric  Company. 

In  the  machine  shop  the  apprentice  is  placed  for  two  years  in  what 
is  called  the  manual  training  school,  which  forms  a special  depart- 
ment planned  for  this  particular  purpose,  under  the  sole  charge  of 
one  instructor.  The  boys  are  moved  from  machine  to  machine,  but 
before  being  assigned  to  a new  machine  they  are,  if  required,  to  in- 
struct a new  boy  coming  on.  After  two  years  the  apprentice  is  as- 
signed to  the  main  shop  and  placed  under  a regular  foreman.  He  is 
transferred  from  position  to  position  in  the  shop,  and  if  he  shows  a 
liking  for  any  particular  machine  or  work  he  is  allowed  to  finish  his 
term  on  that.  The  works  have  a school  connected  with  the  shops. 
In  this  school  are  taught  mathematics  and  drawing  during  working 
hours.  The  boys  are  divided  into  two  classes,  with  mathematics  in  the 
morning  for  one  class,  drawing  in  the  afternoon  for  the  other,  alter- 
nating each  day  during  the  week.  The  term  in  this  school  lasts  from 
September  1 to  May  1.  The  company  encourages  outside  study  by 
giving  the  boys  home  work,  which  counts  in  their  general  average  at 
the  end  of  the  term.  The  superintendent,  in  the  course  of  this  inves- 
tigation, stated  very  frankly  that  he  had  adopted  the  General  Electric 
Company’s  idea,  with  certain  modifications.  He  is  very  particular  in 
the  sort  of  entrance  examination  which  he  gives.  There  is  also  re- 
quired a physical  examination.  The  shop  instructor  is  a practical 
man  who  was  himself  an  old-time  apprentice;  the  school  instructor 
is  taken  from  the  engineering  department.  In  order  not  to  break  into 
the  regular  factory  work  the  school  classes  are  held  the  last  hour  of 
the  morning  and  the  first  hour  of  the  afternoon. 

The  company  has  taken  great  pains  to  study  carefully  the  various 
apprenticeship  systems,  and  believes  that  the  one  which  has  been 
adopted  is  the  best  for  its  business.  It  believes  that  a better  public 
school  system  wrould  result  from  a return  to  fundamentals,  including 
the  teaching  of  subjects  in  a more  practical  way. 

YALE  AND  TOWNE  MANUFACTURING  COMPANY,  STAMFORD,  CONN. 

For  a number  of  years  this  company  has  educated  apprentices  in  the 
trades  of  tool-making,  metal-pattern  making,  and  blacksmithing.  In 
addition  to  .this  it  has  given  a few  young  men  an  all-round  mechan- 
ical business  training.  Up  to  quite  recently  they  were  educated  in  the 
shops,  working  along  as  regular  journeymen  and  being  under  the 


52 


APPRENTICES HIP  AND  INDUSTRIAL  EDUCATION. 


charge  of  various  foremen,  which  was  a method  similar  to  the  old 
apprenticeship  system,  except  that  an  apprentice  instructor  was  dele- 
gated to  have  general  oversight  of  the  work  of  the  apprentices.  This 
plan  did  not  prove  satisfactory  to  the  company,  as  the  boys  did  not 
receive  the  amount  of  education  which  was  believed  to  be  necessary 
to  obtain  the  best  results.  y 

The  company  makes  a “ specialty  ” and  must  have  skilled  men,  so 
recently  it  has  installed  a “ training  room,”  where  apprentices  are 
under  the  immediate  supervision  of  the  director,  who  devotes  his  en- 
tire time  to  the  work.  This  idea  was  taken  from  the  General  Electric 
Company’s  training  room. 

Each  apprentice  is  required  to  pass  a preliminary  examination  in 
order  to  ascertain  his  fitness  and  general  education.  He  then  enters 
the  training  room  on  three  months’  probation,  and  during  this  time 
his  habits  and  aptitude  are  very  carefully  watched.  The  term  of 
apprenticeship  is  four  years,  two  of  which  must  be  spent  in  the  train- 
ing room.  At  the  end  of  the  second  year  the  apprentice  is  transferred 
to  the  shop,  and  remains  under  the  supervision  of  the  director  until 
the  end  of  his  term  of  apprenticeship. 

Parts  of  machinery  from  the  regular  shops  are  sent  to  the  training 
room  and  the  boys  work  on  them  there.  This  means  that  the  boys  are 
engaged  on  the  regular  product  and  receive  varied  training.  The 
company  has  found  it  impracticable  to  lay  out  a definite  time  schedule 
in  advance  for  each  kind  of  machine  for  each  apprentice.  This  is  due 
to  the  fact  that  the  boys  differ  considerably  in  aptitude,  some  requir- 
ing nearly  double  the  time  that  others  take  in  learning  a given 
operation. 


THE  ALLIS -CHALMERS  COMPANY. 

The  Allis- Chalmers  Company,  at  its  Bullock  Works,  Cincinnati, 
Ohio,  conducts  a graduate  student  system,  the  purpose  of  which  is 
to  educate  young  men  to  successfully  fill  positions  which  develop 
from  time  to  time  in  its  sales,  erecting,  and  engineering  departments. 
The  company  cooperates  with  the  University  of  Cincinnati,  as  de- 
scribed hereafter. 

This  system  embraces  three  different  courses,  namely,  mechanical 
engineering,  electrical  engineering,  and  mining  engineering.  Each 
course  covers  a period  of  two  }^ears  (5,500  shop  hours)  and  the  stu- 
dents’ work  is  so  arranged  as  to  give  them  the  best  possible  experience 
and  training  which  the  large  facilities  at  hand  afford. 

The  company  are  builders  on  a very  large  scale  of  a complete  mod- 
ern line  of  machinery  as  follows:  Steam  engines,  pumping  engines, 
gas  engines,  blowing  engines,  hoisting  engines,  air  compressors,  steam 
turbines,  hydraulic  turbines,  air  brakes,  electrical  machinery  of  all 
kinds;  flour  mill,  sawmill,  and  transmission  machinery;  crushing 


TYPES  OF  SYSTEMS. 


53 


and  cement  machinery,  mining  machinery,  etc.  This  scope  of  manu- 
facture offers  exceptional  opportunities  to  the  student  who  desires 
to  procure  the  necessary  shop  training  to  qualify  for  the  higher  posi- 
tions that  are  offering  in  the  engineering  field. 

To  be  eligible  to  the  graduate  course  an  applicant  must  be  a gradu- 
ate of  a school  of  technology.  The  rates  of  wages  paid  to  the  stu- 
dent are  as  follows:  For  the  first  1,375  hours,  15  cents  per  hour;  for 
the  second  1,375  hours,  18  cents  per  hour;  for  the  second  2,750  hours, 
20  cents  per  hour. 

In  addition,  at  the  end  of  the  entire  term  of  service,  for  the  faithful 
performance  of  his  duties  throughout  the  course,  the  student  is  paid 
a bonus  of  $100,  which  is  prorated  in  case  the  student  is  permitted 
to  shorten  his  course  to  enter  the  company’s  regular  employ.  No 
bonus  is  paid  to  the  student  who,  before  the  end  of  his  course,  leaves 
the  company’s  employ,  either  on  his  own  volition  or  at  the  instigation 
of  the  company  for  misconduct  or  unsatisfactory  progress. 

The  students  ordinarily  serve  the  regular  shop  time  of  the  com- 
pany’s works,  which  consists  of  fifty-four  hours  per  week.  All  overtime 
actually  worked  by  the  students  is  counted  on  the  course  and  paid  for 
at  the  same  rate  proportionately  as  journeymen  employees  are  paid 
for  overtime,  i.  e.,  for  every  hour  overtime  served  by  students  they  are 
paid  in  wages  for  an  hour  and  a half. 

The  students  are  subject  at  all  times  to  all  shop  and  office  rules. 
They  are  required  to  provide  themselves  with  the  ordinary  tools  neces- 
sary for  mechanics,  such  as  rules,  scales,  calipers,  etc.,  or  if  employed 
in  the  drawing  office,  with  a reasonable  supply  of  drawing  instru- 
ments. If  the  students  so  elect,  the  company  will  furnish  these  neces- 
sary tools  and  instruments  to  them  at  cost  to  the  company,  and  deduct 
such  cost  from  the  wages  of  the  students  in  installments. 

The  courses  involve  work  progressing  at  intervals  in  the  various  de- 
partments as  follows: 

Mechanical  engineering. — Iron  foundry,  Corliss  engine  machine 
and  erecting  shops,  steam  turbine  machine  and  erecting  shops,  gas 
engine  machine  and  erecting  shops,  hydraulic  turbine  machine  and 
erecting  shops. 

Also  when  opportunity  affords,  the  mechanical  students  are,  toward 
the  latter  part  of  their  course,  sent  out  in  the  field  with  experienced 
erecting  engineers  to  assist  in  the  erection  of  machinery,  during  which 
time  a reasonable  allowance  is  made  by  the  company  for  traveling 
and  living  expenses;  and  such  students  as  qualify  for  the  responsi- 
bility are  sometimes  given  full  charge  of  erecting  work  in  the  field 
before  completion  of  their  course. 

Mining  engineering. — Iron  foundry,  mining  department  machine 
and  erecting  shops,  Corliss  engine  machine  and  erecting  shops. 


54  APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION.  . 

Electrical  engineering. — Commutator  department,  controller  de- 
partment, assembling  department,  shop  erecting  department,  testing 
department. 

Students  in  all  three  courses  engage  in  the  actual  work  of  the 
various  departments  mentioned  under  experienced  machinists,  and  in 
this  way  learn  to  perform  the  various  classes  of  shop  and  erecting 
work  in  a competent  and  skillful  manner.  They  at  the  same  time 
apply  their  theoretical  knowledge  to  actual  practice  and  become  thor- 
oughly familiar  with  the  lines  of  machinery  on  which  they  work. 

OTHER  CINCINNATI  COMPANIES. 

The  Houston,  Stanwood  & Gamble  Company  has  an  apprentice 
system  with  a school  of  its  own,  and  cooperates  with  the  University 
of  Cincinnati  in  its  cooperative  courses,  as  do  several  other  Cincin- 
nati concerns.  These  illustrate  the  system,  however. 

THE  COOPERATIVE  COURSES  IN  ENGINEERING  AT  THE  UNIVERSITY  OF 

CINCINNATI. 

The  experience  of  the  great  manufacturing  concerns  and  railroad 
companies  as  given  above  exemplifies  most  emphatically  the  types  of 
modern  apprenticeship  systems  in  which  shop  work  and  class-room 
work  are  coordinated  in  such  a way  as  to  secure  the  very  highest  re- 
sults in  industrial  training.  Other  examples  could  be  given,  but 
enough  systems  have  been  described  to  illustrate  the  trend  in  the  re- 
suscitation of  apprenticeship. 

It  will  be  noticed  that  in  nearly  all  the  cases  cited  the  concerns  pay 
the  apprentices  while  in  the  schoolroom  the  same  as  while  in  the 
shop.  This  is  an  essential  feature  of  the  whole  modern  arrangement 
and  offers  an  inducement  to  a high  grade  of  apprentices  that  does 
not  enter  into  any  other  method. 

There  is  going  on  in  the  city  of  Cincinnati,  Ohio,  an  experiment 
that  is  being  watched  with  great  interest  by  educators,  whether  they 
are  simply  interested  in  academic  work  or  in  industrial  training. 
That  experiment  is  known  as  the  “ cooperative  courses  in  engineer- 
ing ” at  the  University  of  Cincinnati,  established  in  that  university 
by  Prof.  Herman  Schneider,  of  the  department  of  civil  engineering, 
and  dean  of  the  college  of  engineering  in  that  institution. 

In  an  address  before  the  Fifteenth  Annual  Convention  of  the  So- 
ciety for  the  Promotion  of  Engineering  Education,  in  July,  1907, 
Professor  Schneider  stated  that  he  began  what  might  be  called  a peda- 
gogical research  into  the  problem  of  engineering  education  six  years 
before  the  time  of  his  address ; that  in  due  course  he  sifted  the  prob- 
lem to  three  questions:  (1)  What  requirements  should  the  finished 
product  of  an  engineering  school  fulfill?  (2)  Where  and  how  shall 
we  get  the  raw  material  to  make  the  required  finished  product?  (3) 


TYPES  OF  SYSTEMS.  55 

Through  what  processes  shall  we  put  the  raw  material  in  order  to 
obtain  the  required  finished  product  ? 

Professor  Schneider  carried  on  his  investigations  for  six  years 
through  visits  to  the  largest  manufacturing  concerns  in  the  Eastern 
and  Middle  States  in  order  to  obtain  from  employers  of  engineers 
their  views  on  the  subject,  and  he  still  considers  his  investigation  in 
progress.  The  results  of  all  his  study,  observation,  and  inquiry  cul- 
minated in  an  attempt  to  make  an  actual  demonstration  of  a system 
of  education  which  should  be  the  natural  outgrowth  of  his  investi- 
gations. 

Fortunately  for  him,  opportunity  was  offered  for  the  experiment  at 
the  University  of  Cincinnati,  resulting  in  cooperative  courses  in  me- 
chanical, electrical,  and  chemical  engineering,  now  in  operation  at 
that  institution.  The  courses  adopted  are  so  planned  that  the  students 
taking  them  work  alternate  weeks  in  the  engineering  college  of  the 
university  and  at  the  manufacturing  shops  of  the  city.  Each  class 
is  divided  into  two  sections,  alternating  with  each  other,  so  that  when 
one  class  is  at  the  university  the  other  is  at  the  shops.  In  this  way 
the  shops  are  always  fully  manned,  and  thus  the  manufacturers  suffer 
no  loss  and  practically  no  inconvenience  by  the  system. 

The  length  of  these  courses  is  six  years.  The  entrance  requirements 
are  precisely  the  same  as  for  the  regular  four-year  courses,  and  the 
university  instruction  under  the  cooperative  plan  is  just  as  com- 
plete, thorough,  broad,  and  cultural  as  that  in  the  regular  courses; 
indeed,  the  university  people  feel  that,  as  a matter  of  fact,  it  is 
broader  and  more  cultural. 

The  cooperative  students  work  alternate  weeks  in  the  shops  of  the 
city  throughout  the  scholastic  year,  and  in  the  summer  full  time, 
but  are  given  several  weeks’  vacation.  The  practical  work  of  the 
shops  is  as  carefully  planned  as  the  theoretical  work  at  the  univer- 
sity, and  in  all  cases  the  students  follow  as  near  as  possible  the  path 
of  the  machine  manufactured,  from  the  raw  material  to  the  finished 
product  sold.  At  the  Bullock  Electric  Company,  Cincinnati,  the 
students  spend  the  first  year  in  the  foundry,  the  next  two  years  in 
the  graduate  apprentice  course.  A contract  is  signed  in  triplicate 
by  the  student,  the  university,  and  the  firm.  In  all  cases  the  dean 
of  the  engineering  college  and  the  professor  of  electrical,  chemical, 
or  mechanical  engineering,  as  the  case  may  be,  confer  with  the  manu- 
facturers in  planning  the  course  of  shopwork,  so  that  the  young  men 
get  a logically  and  carefully  planned  shop  and  business  training. 

The  students  are  paid  for  their  services  on  a scale  of  wages  be- 
ginning at  10  cents  an  hour  and  increasing  at  the  rate  of  1 cent 
an  hour  every  six  months.  A student’s  total  earnings  in  the  six  years 
will  amount  to  about  $11,000. 

A comparison  of  the  work  of  the  four-year  freshmen  who  did  not 
take  the  alternate  shopwork  with  that  of  the  six-year  freshmen  who 


56 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


did  during  one  year  is  significant.  The  six-year  cooperative  stu- 
dents, although  working  but  half  the  time,  did  three-quarters  of  the 
work  of  the  regular  students,  including  all  the  mathematics  and 
sciences  of  the  freshman  year,  and  their  average  grades  were  25  per 
cent  higher  than  those  of  the  four-year  freshmen.  As  a matter  of 
fact,  the  cooperative  students  have  taken  all  the  university  work 
excepting  three  hours  of  English  and  three  periods  of  shopwork, 
but,  of  course,  they  have  received  more  shopwork  at  the  city  plants 
than  they  would  have  covered  at  the  university. 

The  question  is  sometimes  asked  relative  to  this  plan  in  vogue 
at  Cincinnati,  How  do  the  manufacturers  themselves  view  it  ? 
The  fact  that  they  enter  into  the  cooperation  is  sufficient  evidence  that 
they  believe  in  it.  But  the  evidence  is  positive,  through  the  Cincin- 
nati Milling  Machine  Company,  in  a paper  presented  by  Mr.  Charles 
S.  Gingrich,  mechanical  engineer  of  that  company,  at  the  Fifteenth 
Annual  Convention  of  the  Society  for  the  Promotion  of  Engineer- 
ing Education,  J uly  3,  1907.  Mr.  Gingrich  stated  in  his  address : 

It  is  our  good  fortune  to  have  the  University  of  Cincinnati  centrally  located 
among  us.  When  it  proposed  to  us  Professor  Schneider’s  plan  of  a coopera- 
tive engineering  course,  it  appealed  at  once  to  the  business  sense  of  each 
individual  manufacturer.  The  plan  looked  attractive  from  the  business  stand- 
point. It  promised  us  an  immediate  supply  of  boys  of  a much  higher  grade  than 
those  who  take  up  the  regular  apprenticeship.  It  held  out  the  prospect  of  our 
getting  in  a few  years  engineering  graduates  with  a practical  shop  experience. 
We  have  all  tried  to  give  a shop  training  to  young  men  from  the  colleges,  but 
it  is  never  entirely  successful.  * * * The  cooperative  engineering  course 

plan  practically  brings  the  school  into  the  shop.  Our  present  schedule  of 
half  time  during  the  school  year  and  full  time  in  the  shop  during  vacations 
puts  the  boy  in  the  shops  eight  months  out  of  the  twelve.  In  other  words, 
during  the  six  years  that  he  is  taking  the  course  we  have  him  in  the  shop 
four  years,  the  same  length  of  time  that  is  served  by  our  regularly  indentured 
apprentices.  The  fact  that  these  students  are  capable  of  taking  the  university 
course  is  in  itself  proof  of  their  high  quality,  and  men  of  their  class  will  grasp 
the  principles,  as  well  as  the  details  of  shopwork,  very  much  more  quickly 
than  our  regular  apprentices.  We  expect,  therefore,  to  give  them  a very 
broad  shop  training  in  the  four  years  they  will  be  with  us. 

This  university  is  demonstrating  the  wisdom  of  the  suggestion  now 
made  by  various  educators,  that  the  ordinary  college  student  would 
be  greatly  benefited  by  breaking  a year  out  of  his  college  course  and 
entering  upon  some  actual  practical  labor. 

In  this  connection  Mr.  Frederick  W.  Taylor,  consulting  engineer, 
Philadelphia,  has  had  some  experience,  and  contributes  valuable  evi- 
dence. He  has  been  very  much  interested  in  endeavoring  to  so  educate 
young  engineers  who  graduate  from  technical  schools  that  they  may 
be  more  useful  immediately  after  graduation  than  they  have  been  in 
the  past.  His  personal  observation  has  been  that  those  young  men 
who,  either  from  necessity  or  otherwise,  ha>Te  had  a year  or  two  of 
practical  work  before  graduating  from  college  are  a great  deal  more 


TYPES  OF  SYSTEMS. 


57 


useful  than  those  who  have  not.  They  profit  much  more  by  their  col- 
lege course  and  are  much  better  developed  by  such  treatment. 

Mr.  Taylor  has  made  a start  in  attempting  to  demonstrate  the  use- 
fulness of  this  type  of  education  by  having  young  men  leave  the  col- 
lege at  the  end  of  their  freshman  year,  take  a year  in  a machine  shop, 
and  then  return  to  the  college  for  the  balance  of  their  course.  His 
experiments  in  this  line  with  young  men  of  his  city  are  most  encour- 
aging, all  the  young  men  giving  the  greatest  satisfaction  to  their  em- 
ployers, and  they  decide  themselves  that  they  are  getting  great  benefit 
from  their  practical  work.  Mr.  Taylor  therefore  calls  the  experiment 
a distinct  success. 

These  experiments  open  the  way  to  a new  feature  of  coordinate 
work,  and  they  will  be  watched  with  great  interest. 


II.— TYPE  OF  INDUSTRIAL  EDUCATION  UNDER  WHICH  APPRENTICES 

ARE  CONTROLLED  TO  SOME  EXTENT  OUTSIDE  OF  WORKING 

HOURS. 

There  are  some  establishments  having  a peculiar  form  or  type  of 
apprenticeship  where  the  manufacturer  or  employer  controls  the  in- 
dividual apprentice,  to  some  extent,  outside  of  working  hours.  This 
system  has  both  the  elements  of  the  old  apprenticeship  system  and 
the  elements  of  the  type  involving  school  and  shop  work,  or  that 
which  has  just  been  described  and  exemplified.  There  are  not  many 
examples  of  this  third  type,  nor  can  it  be  ascertained  to  what  extent 
it  is  being  carried  out,  but  the  experience  under  it  is  interesting,  for 
it  shows  a method  of  industrial  education  which  may  have  some  im- 
portant bearings  in  the  future  on  the  whole  subject  of  industrial 
training. 

NORTH  END  UNION,  BOSTON,  MASS. 

This  organization  is  peculiar  in  its  nature.  It  undertakes  to  teach 
the  art  of  printing,  and  at  the  same  time  secure  some  employment  for 
its  apprentices.  The  apprenticeship  indenture  at  the  school  carried 
on  by  the  union  consists  of  an  agreement  by  three  parties,  the  master 
printer,  the  pupil  apprentice,  and  the  North  End  Union  School  of 
Printing. 

The  boy  is  bound  to  the  master  printer  for  a term  of  four  years, 
with  the  express  understanding  that  one  year  of  the  term  shall  be 
devoted  to  school  training,  and  if  the  apprentice  fails  to  perform  the 
work  of  the  school  of  printing  in  a satisfactory  manner,  or  proves 
idle,  unteachable,  or  disobedient,  the  master  printer  has  a right  to  be 
released  from  all  obligations  under  the  apprenticeship  contract. 

The  school  of  printing,  which  has  been  in  operation  about  nine 
years,  is  under  the  supervision  of  a board  of  master  printers.  This 
board  consists  of  some  of  the  best-known  printers  in  the  country. 
The  pupils  at  the  start  were  young  men  who  were  at  work  in  printing 


58 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


offices  during  the  day,  the  school  being  in  session  three  evenings  each 
week,  the  object  being  not  to  make  more  but  better  printers.  This 
method  did  not  work  satisfactorily,  because  the  average  boy,  after 
laboring  in  a printing  office  all  day,  was  not  an  ambitious  student  at 
night.  His  term  of  employment  and  prospect  of  advancement 
seemed  to  him  so  uncertain  that  the  extra  effort  on  his  part  was  not 
by  him  deemed  to  be  worth*  while,  and  so  his  enthusiasm,  if  he  ever 
had  any,  soon  waned. 

After  four  years’  trial  of  the  evening  school  it  was  decided  to  turn 
it  into  a day  school  and  make  the  term  one  year.  Its  prospectus 
stated  that  the  aim  was  simply  to  give  the  pupil  an  intelligent  start 
in  his  trade  and  instruct  him  in  the  essentials  of  good  printing,  so 
that  with  subsequent  practice  he  could  become  a successful  workman. 
To  give  him  some  training  in  the  school  and  then  set  him  adrift  to 
find  his  place  in  the  trade  was  not  considered  as  fair  to  him,  or  of 
any  benefit  to  the  trade  itself.  Consequently  an  indenture  form  was 
adopted,  drawn  up  along  modern  lines,  with  terms  and  conditions 
such  as  would  attract  any  ambitious  boy  who  wished  to  learn  the 
printing  trade. 

This  apprenticeship  agreement  covers  a term  of  four  years,  the 
first  year  of  the  term  being  spent  in  the  school  of  printing.  No 
wages  are  paid  the  first  year,  while  a tuition  fee  of  $100  is  charged, 
and  a close  scrutiny  of  a boy’s  qualifications  for  the  work  is  con- 
stantly exercised.  At  the  beginning  of  the  second  year  the  apprentice 
enters  his  employer’s  workroom  and  receives  $9  a week  for  the  first 
six  months,  then  $10  a week  for  the  next  six  months,  and  is  gradually 
advanced  until  the  last  half  of  the  fourth  year  he  receives  $16  a 
week.  The  working  time  of  the  school  is  the  same  as  in  the  regular 
workshop,  and  the  apprentices  are  responsible  to  their  employers  for 
regular  attendance  and  faithful  performance  of  the  work  in  the 
school. 

The  superintendent  of  the  union  school  emphasizes  the  direct  con- 
nection which  this  school  has  with  the  employing  class,  and  states 
that  the  exploitation  of  a boy  in  the  interest  of  the  employer,  or  vice 
versa,  has  never  actuated  the  conduct  of  the  management,  and  that 
the  gentlemen  who  constitute  the  advisory  board  give  much  time  and 
thought  to  the  problem  of  the  apprentice  trade  school.  The  superin- 
tendent also  made  strong  statements,  in  the  course  of  this  investiga- 
tion, relative  to  an  apprenticeship  system  of  the  right  sort,  to  the 
effect  that  it  was  an  agreement  between  two  persons  to  perform  cer- 
tain acts  which  are  of  mutual  advantage,  and  that  an  apprenticeship 
indenture  is  essential  to  the  success  of  trade  training,  if  the  shop  is 
to  supplement  in  any  large  measure  the  school  training.  j He  believes 
that  the  problem  of  trade  training  is  made  very  complex  by  the 
system  of  specialization  and  that  the  shorter  the  time  required  for 
a beginner  to  learn  a process  the  quicker  he  is  apt  to  be  made  a pro- 


TYPES  OF  SYSTEMS. 


59 


ductive  unit  in  the  factory,  so  that  unless  an  apprenticeship  system 
had  some  indenture  scheme  guaranteeing  to  the  boy  an  opportunity 
to  learn  his  trade  as  a whole  at  a fixed  wage  with  steady  increase, 
resulting  in  more  rapid  advancement  in  trade  training,  it  would  not 
be,  after  all,  a proper  system.  This  is  also  the  view  of  the  General 
Electric  Company. 

The  peculiar  indenture  at  the  North  End  Union,  in  the  opinion  of 
the  directors  of  that  interesting  scheme,  will  guarantee  to  the  em- 
ployer continuous  service  of  a boy  for  a definite  time,  and  a better 
grade  of  boys  (for  an  employer  will  not  enter  into  a contract  cover- 
ing several  years  with  a boy  not  selected  with  care),  while  the  em- 
ployer will  get  more  faithful  service,  because  the  boy  realizes  that  his 
interests  are  bound  up  with  those  of  his  employer,  and  that  his  ad- 
vancement depends  upon  how  he  improves  his  opportunity. 

Mr.  Samuel  F.  Hubbard,  the  superintendent,  states  that  it  de- 
pends largely  upon  the  employing  class  to  provide  facilities  in  the 
shop  so  that  a boy  can  utilize  the  education  which  he  received  in  the 
training  school,  and  that,  on  the  other  hand,  when  he  enters  the 
school  he  ought  tp  get  into  some  relationship  with  the  trade.  This 
is  the  principle  carried  out  at  the  North  End  School.  Mr.  Hubbard 
doubts  the  value  of  a part  time  idea,  on  the  ground  that  employers 
have  informed  him  that  they  could  not  be  bothered  by  such  a scheme, 
yet  we  see  that  on  an  advanced  basis  such  a scheme  works  well  in 
Cincinnati. 

An  apprentice  at  the  North  End  School  is  allowed  to  give  a note 
for  $100  for  his  tuition,  the  superintendent  not  believing  in  having 
an  outside  party  pay  the  boy’s  tuition  fee. 

The  following  data  are  interesting  as  showing  the  practical  work- 
ings of  the  union  from  a money  point  of  view : 

North  End  Union,  Boston. 

INCOME  FOR  FIVE  YEARS,  ORDINARY  APPRENTICESHIP,  WITHOUT  THE  SCHOOL. 


First  year : 

26  weeks  at  $4 $104 

26  weeks  at  $5 130 

Second  year : 

26  weeks  at  $6 J. 156 

26  weeks  at  $7 182 

Third  year: 

26  weeks  at  $8 208 

26  weeks  at  $9 234 

Fourth  year: 

26  weeks  at  $10 260 

26  weeks  at  $11 286 

Fifth  year: 

26  weeks  at  $13 338 

26  weeks  at  $15 390 


2,  288 


60 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


INCOME  FOR  THE  SAME  TIME,  ONE  YEAR  OF  WHICH  IS  SPENT  IN  THE  SCHOOL. 


First  year  in  the  school 000 

Second  year : 

26  weeks  at  $9 $234 

26  weeks  at  $10 260 

Third  year: 

26  weeks  at  $11 286 

26  weeks  at  $12 312 

Fourth  year : 

26  weeks  at  $14 364 

26  weeks  at  $16 416 

Fifth  year : 

26  weeks  at  $18 468 

26  weeks  at  $18 468 


2,  808 

Income,  five  years,  one  year  in  school 2,  808 

Income,  five  years,  shop  apprenticeship 2,  288 


520 

Less  tuition 100 


Net  advantage  of  one  year  in  school 420 


R.  HOE  & CO.,  NEW  YORK  CITY. 

Another  interesting  example  of  this  third  type  of  apprenticeship  is 
the  school  established  about  thirty-six  years  ago  in  New  York  City  by 
Messrs.  R.  Hoe  & Co.,  manufacturers  of  printing  presses.  The  need 
for  a school  of  this  kind  grew  out  of  the  fact  that  the  constantly  in- 
creasing demand  for  improved  machinery  made  it  necessary  to  have 
a more  intelligent  class  of  workmen  in  the  construction  department  in 
order  to  bring  about  the  desired  results,  and  the  company  decided  to 
establish  a school  where  the  boys  and  young  men  employed  in  the 
shops  during  the  day  might  spend  a portion  of  the  time  in  the  evening 
in  acquiring  a knowledge  of  such  things  as  would  enable  them  to 
better  understand  the  work  in  which  they  were  engaged,  and  which 
might  ultimately  result  in  training  up  a superior  class  of  workmen. 

Admission  to  the  school  is  restricted  to  the  apprentices  who  are 
serving  their  time  with  the  company,  and  tuition  in  the  school  is 
entirely  free.  The  course  of  instruction  covers  a period  of  four 
years,  and  is  carried  on  in  conjunction  with  practical  work  in  the 
shop  during  the  day.  It  includes  English,  mathematics,  geometry, 
and  free-hand  and  mechanical  drawing,  opening  the  first  week  in 
September  and  closing  the  last  week  in  May ; sessions  are  held  three 
nights  each  week,  and  the  school  is  under  the  general  management 
of  the  company.  As  the  course  of  instruction  is  arranged  to  continue 
during  and  terminate  with  the  regular  period  of  apprenticeship  in 
the  shops  of  the  company,  all  the  graduates  are  competent  to  do  prac- 


TYPES  OF  SYSTEMS. 


61 


tical  work  as  full-fledged  journeymen.  The  school  has  proved  satis- 
factory in  every  respect,  and  has  fully  attained  the  end  for  which 
it  was  established.® 

BROWN-KETCHAM  IRON  WORKS,  INDIANAPOLIS,  IND. 

The  directors  of  this  company  have  decided  that  all  boys  taking 
advantage  of  the  special  night  school  organized  by  the  Y.  M.  C.  A. 
during  the  term  of  their  apprenticeship  shall  receive  credit  on  the 
last  day  of  their  apprenticeship  for  six  months’  time.  The  boys  them- 
selves pay  the  expenses  of  the  special  night  drawing  class,  but  this 
is  only  $6  a year. 

LAIDLAW-DUNN-GORDON  COMPANY,  CINCINNATI,  OHIO. 

This  company  employs  apprentices  at  the  age  of  IT  on  a four-year 
contract.  While  its  system  has  no  special  educational  features  out- 
side of  shop  instruction,  it  encourages  apprentices  as  far  as  possible 
to  attend  the  night  classes  of  the  Ohio  Mechanics’  Institute  in  Cin- 
cinnati. A limited  number  of  special  apprentices  who  are  students 
at  the  University  of  Cincinnati  are  also  employed,  these  apprentices 
working  in  pairs  and  alternating  each  week  between  the  University 
and  the  shop.  This  particular  feature,  which  is  unique  and  of  great 
importance,  will  be  referred  to  later  on. 


III.— MIXED  TYPES  OF  THE  APPRENTICESHIP  SYSTEM. 

The  two  types  of  apprenticeship  just  illustrated,  (1)  that  where 
school  and  shop  are  intimatety  connected,  and  (2)  that  where  the 
management  has  some  control  outside  of  the  shop,  are  those  where 
the  elements  of  industrial  education  in  the  broader  sense  are  most 
conspicuously  emphasized.  There  are  man}^  other  examples,  where 
there  is  no  connection  between  the  works  (or  shops)  and  the  schools, 
that  give  valuable  information  relative  to  the  extent  and  importance 
and  real  influence  of  the  apprenticeship  system  as  such,  and  also 
plainly  show  the  ^friendliness  of  the  managers  of  such  concerns  to 
general  education  along  industrial  lines.  A few  of  the  more  promi- 
nent and  characteristic  types  are  therefore  given. 

BALDWIN  LOCOMOTIVE  WORKS,  PHILADELPHIA,  PA. 

Under  the  system  at  these  works  the  apprentices  are  divided  into 
three  classes.  The  first  class  is  composed  of  those  who  have  had  a 
grammar  school  education  and  who  are  not  over  16  years  of  age. 
They  serve  four  years,  or  until  they  are  21,  at  wages  of  5,  7,  9,  and 

® Seventeenth  Annual  Report  of  the  United  States  Commissioner  of  Labor. 


62 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


11  cents  per  hour  for  each  respective  year  of  their  term,  and  receive 
a bonus  of  $125  at  the  end  of  their  term.  They  are  obliged  by  the 
terms  of  their  indenture  to  attend  night  school  three  evenings  a week 
during  three  years  of  their  term,  and  study  geometry,  arithmetic, 
elementary  mechanical  drawing,  and  shop  practice,  in  order  to  be- 
come familiar  with  the  technical  language  used  in  the  shops  and  be 
able  to  readily  interpret  the  working  drawings  in  daily  use. 

The  second-class  apprentice  serves  three  years.  This  class  includes 
those  who  are  at  least  18  years  of  age  and  have  had  a more  advanced 
education  than  those  of  the  first  class.  They  are  paid  7,  9,  and  11 
cents  per  hour  for  each  respective  year,  and  receive  a bonus  of  $100 
at  the  end  of  their  term.  They  also  attend  night  school  for  the 
first  two  years  of  their  term.  Many  of  them  take  up  advanced  studies, 
such  as  chemistry,  higher  mathematics,  and  mechanical  drawing. 

The  company  provides  for  changing  them  from  one  shop  to  an- 
other, and  from  machine  to  machine,  once  every  three  months,  or 
oftener  if  necessary,  until  they  have  been  all  over  the  works,  thus 
giving  them  a thorough  knowledge  of  the  entire  plant.  The  firm  is 
also  bound  by  the  indenture  to  retain  the  apprentice  in  service  until 
he  has  completed  his  term.  They  retain  the  right,  however,  to  dis- 
miss him  for  good  and  sufficient  reasons. 

The  third  class  of  apprentices  is  composed  of  young  men,  21  years 
of  age  and  over,  who  are  graduates  of  colleges,  technical  schools,  or 
other  advanced  institutions,  and  who  have  taken  courses  in  higher 
mathematics,  natural  sciences,  and  mechanical  drawing.  They  are 
not  indentured  as  are  the  boys  of  the  first  and  second  classes.  They 
serve  two  years,  receiving  13,  16,  18,  and  20  cents  per  hour  for  each 
respective  six  months  of  service.  They  are  not  required  to  attend 
school,  although  many  of  them  do  so,  but  instead  must  read  a techni- 
cal journal  and  turn  in  a synopsis  of  all  the  articles  in  it,  which  mat- 
ter is  used  for  indexing  the  articles  in  the  publication. 

The  course  for  the  first-class  apprentices  is  likely  to  develop  men 
who  will  be  first-class  mechanics  and  fitted  for  positions  of  minor 
responsibility;  the  second  grade  is  likely  to  develop  men  who  will 
graduate  into  the  positions  of  subcontractors  and  foremen;  and  the 
men  of  the  third  class  are  likely  to  become  foremen  and  heads  of 
departments  and  members  of  the  executive  staff  of  the  company.  # 

There  is  also  another  class  of  apprentices  called  “ specials.”  This 
class  is  composed  of  young  men  who,  on  account  of  their  age,  can  not 
be  placed  in  either  of  the  three  regular  classes.  Their  term  of  service 
is  voluntary  and  they  have  no  fixed  rate  of  wages,  this  being  ar- 
ranged by  the  particular  foreman  under  whom  they  may  be  working. 

Of  the  399  apprentices  in  the  works  at  the  end  of  1906,  204  attended 
various  night  schools,  as  follows:  126,  Central  High  School;  32, 
Spring  Garden  Institute;  11,  Drexel  Institute;  1,  Franklin  Institute; 


TYPES  OF  SYSTEMS. 


63 


17,  Young  Men’s  Christian  Association  schools,  and  17,  various  dis- 
trict public  schools.  This  shows  that  about  89  per  cent  of  the  boys 
attend  formal  schools.  In  addition  to  the  apprentices  who  are  obli- 
gated by  their  indentures  to  attend  school,  there  is  a large  attendance 
at  various  schools  and  institutions  of  specials  and  other  young  men 
who  attend  voluntarily.  The  superintendent  of  apprentices  of  the 
Baldwin  Locomotive  Works,  Mr.  Semple,  who  furnished  the  informa- 
tion for  this  investigation,  stated  that  while  the  boys  are  expected, 
and,  as  far  as  possible  required,  to  attend  evening  schools,  there  is  no 
way  of  finding  out  how  well  they  do  attend,  or  how  they  progress, 
except  through  the  return  blanks  of  the  principals  of  the  schools ; but 
these  blanks  do  not  furnish  the  exact  information  the  works  desire. 
Nor  is  the  work  which  the  boys  do  in  the  public  evening  school  satis- 
factory, because  of  the  large  size  of  the  classes.  Some  of  the  teachers 
have  as  many  as  60  students  in  a room  at  the  beginning  of  a term, 
and  by  the  time  the  roll  has  been  called  half  an  hour  has  been  lost. 
A good  many  boys  wish  to  drop  out  because  they  are  not  getting 
enough  individual  attention. 

The  instruction  in  the  public  evening  school  is  free,  but  of  such  a 
character  that  those  boys  who  can  afford  it  take  up  work  in  private 
schools,  such  as  the  Spring  Garden  Institute,  Drexel  and  Franklin 
institutes,  and  the  Young  Men’s  Christian  Association  schools.  The 
average  attendance  of  the  boys  taking  the  public  school  work  was  84 
per  cent.  The  average  attendance  taking  private  school  work  was 
89  per  cent,  showing  that  where  these  boys  had  to  pay  for  instruction 
themselves  they  did  better  work  than  where  instruction  was  fur- 
nished free. 

The  feeling  at  the  works  is  that  there  must  be  better  elementary 
schools  and  better  evening  schools ; the  first  for  a more  efficient  prepa- 
ration for  the  apprenticeship  system,  and  the  second  for  better  oppor- 
tunity for  working  boys  to  supplement  their  daily  experience  through 
evening  study.  The  superintendent  has  a system  of  blanks  to  show 
the  progress  of  the  apprentices  in  the  shops  and  the  quality  of  their 
work,  their  conduct,  and  the  statements  of  the  foremen.  At  the  Bald- 
win Locomotive  Works  they  do  not  believe  in  lectures,  outside  socials, 
or  any  of  those  features  which  prevail  at  the  General  Electric  Works. 
The  company  is  conservative  and  has  made  a success  in  a conservative 
way,  but  it  believes  in  the  thorough  training  of  its  boys,  and  its  belief 
has  been  strengthened  by  the  fact  that  many  of  the  men  in  directory 
positions  at  the  works  have  come  up  from  the  ranks. 

BROWN  & SHARPE  MANUFACTURING  COMPANY,  PROVIDENCE,  R.  I. 

This  company,  engaged  in  the  manufacture  of  machinists’  tools,  has 
at  present  about  150  apprentices.  Applicants  must  not  be  less  than 
16  or  more  than  18  years  of  age,  and  have  had  a grammar  school 


64 


APPRENTICESHIP  ANI)  INDUSTRIAL  EDUCATION. 


education.  They  are  required  to  serve  for  a term  of  four  years.  The 
company  believes  in  evening  instruction  for  the  boys,  and  that  the 
more  outside  instruction  they  can  get  the  better  for  them  on  general 
principles,  and  if  the  young  man  is  getting  ready  for  work  as  an 
engineer  it  is  necessary  for  him  to  have  this  instruction.  The  firm 
recommends  and  helps  young  men  to  the  evening  schools,  but  does 
not  require  attendance.  The  superintendent  states  that  some  of  the 
young  men  have  gone  for  a short  period  to  evening  schools,  others 
have  gone  for  the  whole  four  years  of  their  term  of  service.  He  says 
also  that  the  boys  make  good  use  of  the  Rhode  Island  School  of 
Design,  where  the  chief  draftsman  of  the  company  is  on  the  advisory 
board  of  some  of  the  courses  of  instruction.  The  superintendent  is 
of  the  opinion  that  the  only  way  of  furnishing  good  all-around 
workmen  is  to  have  boys  indentured  for  four  years  to  some  well- 
conducted,  up-to-date  concern,  where  they  may  learn  their  trade,  for 
in  this  way  they  are  not  only  bound  to  the  concern,  but  the  concern 
also  becomes  bound  to  them;  accordingly  no  foreman,  on  account  of 
some  ill  feeling  or  spite  against  a boy,  can  discharge  him,  as  the  whole 
matter  must  be  brought  before  the  manager,  by  whom  the  case  is 
investigated  thoroughly  before  being  decided. 

Mr.  Luther  D.  Burlingame,  chief  draftsman  of  the  Brown  & Sharpe 
Manufacturing  Company,  who  has  written  on  the  subject  of  ap- 
prentices, stated  in  the  course  of  this  investigation  that  he  felt  there 
should  be  a careful  selection  of  boys  fitted  for  the  work,  with  a period 
of  trial,  during  which  they  may  be  tested  as  to  their  intelligence, 
application,  accuracy,  interest,  and  other  desirable  qualifications,  and 
w7here  candidates  were  found  lacking  they  should  be  weeded  out ; that 
the  work  given  to  the  boys  should  be  so  diversified  as  to  give  the  most 
varied  training  possible.  The  apprentice  and  his  future  should  be 
considered,  as  well  as  the  profit  to  be  derived  from  his  services.  If 
possible,  outside  study  and  auxiliary  training  should  supplement  the 
work  in  the  shop  and  be  a part  of  every  boy’s  training.  When  even- 
ing schools  are  not  available  or  suitable,  private  instruction  or  home 
study  should  be  resorted  to,  as  such  study,  in  addition  to  the  knowl- 
edge gained,  gives  confidence  to  the  boy,  and  enables  him  to  take  for 
himself  that  social  position  that  some  claim  is  not  accorded  to  the 
mechanic  or  other  manual  workman. 

Mr.  Burlingame  emphasizes  the  fact  that  apprentices  should  be  in 
charge  of  a competent  man,  whose  duty  it  should  be  to  see  that  a 
proper  selection  is  made  in  hiring  new  boys.  This  man  should  look 
after  their  general  wel^ire,  both  inside  and  outside  the  shop,  encour- 
aging, correcting,  and  teaching  them,  without  showing  a paternalism 
which  would  take  away  the  boy’s  self-reliance,  but  working  in  sym- 
pathy with  him  and  keeping  such  watchfulness  over  him  as  to  see 


TYPES  OF  SYSTEMS. 


65 


that  he  gets  a fair  deal.  This  is  especially  essential  in  large  works, 
where  a great  number  of  apprentices  are  employed. 

One  of  the  faults  of  the  old  apprentice  system,  when  employed  in 
modern  times,  is  that  there  is  no  one  to  care  anything  for  the  appren- 
tice. The  journeymen  can  not  stop  to  instruct  him,  and  he  is,  as  has 
already  been  shown,  largely  dependent  upon  chance  for  learning  any 
of  the  art  or  skill  required.  Every  shop,  however  small,  should  be 
looking  to  the  future  in  the  training  of  boys  by  a system  of  appren- 
ticeship, and  it  is  through  the  wide  extension  of  such  a policy  that  we 
can  anticipate  a great  future  development  of  skill. 

The  Brown  & Sharpe  Manufacturing  Company  considers  that  the 
apprenticeship  system  is  not  a mere  detail  incident  to  the  conduct  of 
the  business,  but  is  one  of  the  corner  stones  on  which  its  prosperity  and 
permanence  rest.  Some  of  the  most  important  positions  in  the  fac- 
tory are  held  by  men  who  have  been  apprentices  in  it.  They  have 
learned  the  company’s  methods  of  doing  work,  and  are  interested  in 
the  welfare  of  the  business  as  well,  and  while  technical  and  manual 
training  schools  are  of  great  importance,  the  management  believes 
that  nothing  can  take  the  place  of  the  boy  indentured  to  some  first- 
class  concern. 

Mr.  Burlingame  emphasizes  the  value  of  apprenticeship  over  that 
of  the  trade  school,  especially  where  the  apprentice  adds  to  his  experi- 
ence in  the  shop  school  knowledge  which  he  gets  by  evening  study. 
The  boy  coming  from  the  school  shop,  no  matter  how  good  his  train- 
ing, must  start  as  an  unknown  quantity  with  his  new  employer  and 
win  his  way  from  the  beginning.  A boy  already  four  years  in  the 
service  of  an  employer  may  have  won  his  confidence  and  esteem,  and 
developed  such  ability  and  loyalty  as  to  place  himself  in  line  of  pro- 
motion even  before  he  completes  his  apprenticeship. 

This  firm  is  an  advanced  one,  broad  and  liberal,  and  believes  in  all 
forms  or  methods  which  will  produce  an  increased  amount  of  skill 
and  skilled  labor,  and  its  experience  is  that  this  can  be  done  better 
through  a modern  up-to-date  apprenticeship  system  than  by  any  other 
method. 


BULLARD  MACHINE  TOOL  COMPANY,  BRIDGEPORT,  CONN. 

The  experience  of  this  company  leads  to  conclusions  opposite  to 
those  drawn  from  the  experience  of  the  General  Electric  Company, 
the  New  York  Central  lines,  and  others  adopting  their  type  of  ap- 
prenticeship, yet  it  is  carefully  considering  them  and  in  a friendly 
spirit. 

The  conditions  which  led  to  the  attitude  of  this  company  are  those 
which  are  universal,  namely,  an  apparent  lack  of  skilled  workmen, 
and  the  difficulty  of  procuring  boys  who  wanted  to  learn  the  trade 
a6560 — 08 5 


66 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


of  machinist.  There  were  other  contributing  circumstances,  such  as 
the  differentiation  of  machine  processes,  the  low  wages  paid  appren- 
tices, which  were  not  sufficient  to  encourage  a boy  to  elect  a four  years’ 
apprenticeship,  and  other  economic  elements. 

Mr.  Bullard,  the  head  of  the  company,  is  chairman  of  the  appren- 
ticeship committee  of  the  National  Association  of  Machine  Tool 
Builders,  and  that  association  is  adopting  his  ideas.  The  general 
terms  of  the  apprenticeship  system  recommended  by  this  association 
are  practically  the  same  as  those  that  characterize  the  systems  in  use 
by  firms  and  manufacturers  generally.  A distinctive  feature,  how- 
ever, is  what  is  known  as  a “ special  apprenticeship  ” contract,  for 
boys  IT  years  of  age,  providing  for  a trial  period  of  two  hundred  and 
forty  hours,  with  pay  at  a rate  ranging  from  12  to  15  cents  an  hour, 
then  a term  of  service  ranging  from  one  to  two  years,  depending  upon 
the  department;  that  is,  the  specialization  of  work  by  apprentices 
is  emphasized.  This  system  has  been  in  operation  about  two  years, 
and  already  over  150  diplomas  have  been  given  out  by  the  association. 

While  the  firm  does  not  in  any  way  antagonize  the  methods  de- 
scribed under  the  school  and  shop  type,  it  feels  that  some  of  the  firms 
that  take  up  that  method  can  afford  to  do  it,  while  the  machine-tool 
builders  as  a whole  can  not  bear  the  expense.  The  association  has 
many  small  shops  where  they  have  not  many  apprentices,  and  so  must 
adopt  a system  suited  to  their  needs.  Where  the  number  of  appren- 
tices is  large  enough  and  the  financial  resources  are  ample,  Mr. 
Bullard  and  the  association  he  represents  would  have  a broader  plan 
than  the  one  he  now  advocates. 

This  company  has  an  excellent  scheme  for  following  out  the  prog- 
ress of  the  apprentices.  Records  are  kept  of  individual  work,  the 
piecework  and  the  time  work  of  every  boy,  which  give  the  quality 
of  work  done,  productiveness,  and  punctuality  of  every  boy.  These 
records  go  to  show  whether  a boy’s  judgment  is  good.  His  person- 
ality and  character  are  determined  by  observation. 

Before  Mr.  Bullard  recommended  this  special  form  of  apprentice- 
ship to  the  association  he  made  a thousand  trials  in  all  departments 
to  determine  whether  apprentices  w^ere  worth  while,  commercially 
speaking.  He  would  give  a job  to  a journeyman  and  then  the  same 
job  to  an  apprentice,  keeping  account  of  material  spoiled,  time,  and 
inspectors’  reports,  etc.  The  result  was  that  he  found  apprentices’ 
work  paid. 

The  company  is  very  much  interested  in  the  matter  of  trade  schools. 
It  would  like  to  see  the  public  schools  .fit  for  something  besides  col- 
lege. It  does  not  care  to  employ  a boy  until  he  is  IT  and  has  reached 
the  age  of  discretion,  and  it  thinks  that  the  schools  ought  to  teach 
more  practical  subjects,  which  would  fit  in  with  the  industrial  life  which 
an  apprentice  is  bound  to  meet,  and  while  strongly  favoring  and 


GENERAL  CONSIDERATIONS  AND  CONCLUSIONS. 


67 


advocating  special  apprenticeships,  it  is  also  a strong  advocate  of  in- 
dustrial schools.  Probably  the  action  of  Mr.  Bullard  through  the  Na- 
tional Association  of  Machine  Tool  Builders  in  advocating  the  train- 
ing of  specialists,  will  do  much  to  call  the  attention  of  the  public  to 
the  needs  of  industrial  education.  Moreover,  this  action,  represent- 
ing nearly  100  prominent  firms  which  control  the  machine-tool  output 
of  the  United  States,  so  directly  in  the  interest  of  this  form  of  edu- 
cation, offers  strong  evidence  that  the  apprenticeship  system  and  in- 
dustrial education  are  allied  forces. 

REED  & BARTON,  TAUNTON,  MASS. 

Among  the  other  well-known  manufacturers  of  the  country  adopt- 
ing a liberal  apprenticeship  system,  and  proving  by  their  experi- 
ence under  it  that  such  a system  must  be  dealt  with  when  considering 
industrial  education  in  any  form,  is  the  firm  of  Peed  & Barton,  Taun- 
ton, Mass.,  silversmiths,  which  is  uniting  its  shop  work  with  a course 
in  mathematics,  mechanical  drawing,  etc.,  conducted  during  the  regu- 
lar hours.  Such  instruction  is  in  addition  to  the  regular  instruction 
in  mechanical  drawing  which  it  has  been  giving  its  apprentices.  The 
“ training  room  ” has  been  in  operation  but  a short  time. 

GORHAM  MANUFACTURING  COMPANY,  PROVIDENCE,  R.  I.,  AND  OTHER 

ESTABLISHMENTS. 

The  system  of  this  concern  comes  into  the  category  under  considera- 
tion. So  does  that  of  John  A.  Gledhill,  patternmaker,  Providence, 
R.  I.,  although  here  the  boys  must  take  mechanical  draAving  and 
arithmetic  during  two  or  three  evenings  a week  in  some  of  the  even- 
ing schools  of  Providence.  They  are  also  sent  on  visits  to  different 
shops  and  factories. 

Pratt  & Whitney,  Hartford,  Conn.,  the  Underwood  Typewriter 
Company,  Hartford,  Conn.,  and  many,  many  others  in  the  whole 
country  might  be  cited  to  show  that  the  apprenticeship  system  is  not 
dead,  that  it  exists  not  only  in  its  old-fashioned  type,  but  in  its 
modern  up-to-date  type,  and  is  constantly  progressing  toward  the 
highest  form  of  trade  and  technical  instruction. 


GENERAL  CONSIDERATIONS  AND  CONCLUSIONS. 

If  industrial  education  means  the  sort  of  education  which  relates 
to  the  industries  and  attempts  to  prepare  our  workers  for  them,  it 
is  proper  to  examine  the  needs  of  these  industries  and  the  manner 
in  which  they  are  endeavoring  to  meet  these  needs. 


68 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


One  of  the  greatest  needs  is  for  skilled  workers.  This  has  been  a 
Very  acute  problem  in  days  of  prosperity  and  a serious  phase  of  the 
labor  question  at  all  times,  due  to  the  rapid  development  in  pro- 
cesses of  manufacture,  which  has  required  an  adaptability  on  the 
part  of  the  workers  that  has  been  hindered  in  its  development  by  the 
very  nature  of  the  evolution  of  manufacturing  methods. 

Advocates  of  industrial  education,  in  their  presentation  of  the 
needs  of  such  education,  have  overlooked  some  very  important  de- 
velopments in  factory  management  along  the  very  lines  of  the  im- 
provement in  labor  conditions  which  they  so  strenuously  urge  upon 
the  general  public.  These  advocates  claim  that* the  apprenticeship 
system  has  passed  away,  and  that  some  form  of  public  education 
must  be  provided  in  order  that  the  workers  in  our  industries  may  be 
trained  for  their  work. 

It  is  fortunate  for  these  workers  that  the  old  form  of  apprentice- 
ship is  passing  away.  It  does  not  meet  the  present  industrial  con- 
ditions. It  may  be  very  picturesque  to  look  back  upon  olden  times, 
and  think  of  the  boy  who  was  indentured  to  a master  craftsman  as 
binding  himself  for  a term  of  seven  years,  of  living  in  his  master’s 
house,  of  sitting  at  his  master’s  table,  and  attending  his  master’s 
church,  and  being  started  out  at  the  completion  of  his  term  of  service 
on  life’s  road  with  a new  suit  of  clothes  and  a word  of  God  speed. 

There  is  another  side  to  the  picture,  however.  The  boy  served  a 
term  of  seven  years,  when  it  would  have  been  possible,  through  a 
more  definite  training,  to  have  taught  him  his  trade  in  much  less 
time.  Although  he  lived  in  his  master’s  house,  he  performed  many 
times  certain  domestic  duties.  “ Learning  the  trade  ” meant  a long 
period  of  shop  sweeping,  running  errands,  and  other  labor  which 
bore  little  or  no  relation  to  the  trade  itself. 

To  be  sure,  he  had  the  opportunity  of  working  under  one  master 
craftsman,  and  eventually  absorbed  all  of  the  skill  and  knowledge 
of  his  master.  But  the  shop  conditions  of  that  time  were  different 
from  what  they  are,  to-day.  The  master  knew  the  whole  of  his  trade 
and  practiced  it  every  day.  There  was  little  subdivision  of  labor, 
little  differentiation  of  the  industry  into  subdivisions,  no  elaborate 
factory  system  such  as  exists  to-day. 

Fortunately  there  can  be  no  general  return  to  the  old  apprentice- 
ship system.  The  present  industrial  conditions  will  not  allow  of  it, 
and  it  would  be  absurd  to  consider  present  social  conditions  meeting 
the  old  relations  between  apprentice  and  employer.  No  one  with 
a right  understanding  of  present  industrialism,  its  spirit,  purpose, 
and  methods  would  advocate  for  a moment  a return  to  the  old  system 
of  manufacturing.  Without  a return  to  this  older  industrialism 
one  could  not  expect1  to  have  any  regard  for  the  experience  of  the 
former  apprenticeship  system. 


GENERAL  CONSIDERATIONS  AND  CONCLUSIONS. 


69 


The  proprietors  of  industrial  establishments  at  the  present  time 
are  not  blind  to  the  necessity  of  training  labor  in  their  own  works. 
There  is  hardly  a manufacturing  firm  to-day,  especially  in  machine 
trades,  in  jewelry  trades,  in  shipbuilding  trades,  which  does  not  have 
some  form  or  other  of  apprenticeship  system  whereby  the  boys  are 
indentured  for  a term  of  years  to  the  trade. 

As  in  olden  times  some  boys  were  fortunate  in  living  and  working 
for  good  employers,  who  cared  for  them  physically  and  ethically 
and  taught  them  the  trade  in  which  they  promised  to  serve,  so  to-day 
one  finds  varying  phases  of  apprenticeship  agreements  and  fulfill- 
ments. The  present  systems  range  from  those  which  merely  inden- 
ture the  boy  for  a term  of  years,  with  a gradual  increase  of  wages, 
but  without  a very  definite  system  of  shop  training,  which  is  so 
necessary  for  the  keeping  of  the  agreement  made  by  the  employer 
that  the  “ boy  shall  be  taught  the  art  and  mysteries  ” of  the  trade, 
to  the  system  employed  by  some  of  the  best  industrial  establishments 
in  the  country,  where  definite  facilities  are  given  for  the  boy  to  learn 
the  trade,  and  where  he  may  go  to  a school  connected  wTith  the  factory, 
and  where  his  daily  trade  work  and  his  personal  life  are  carefully 
supervised  by  a salaried  officer  whose  special  business  is  to  look  after 
the  apprentices. 

The  point  for  consideration  by  the  student  of  industrial  education 
is,  to  what  extent  do  these  modern  apprenticeship  systems  meet  the 
arguments  advanced  for  the  introduction  of  industrial  education  as 
a part  of  the  public  school  system.  All  employers  realize  the  impor- 
tance of  this  kind  of  education.  Those  who  can  afford  it  prefer 
their  own  system.  More,  not  able  to  maintain  schools  in  connection 
with  their  works,  are  in  favor  of  the  public  supply  of  the  facilities. 
But  it  is  very  rare  to  find  an  employer  opposed  to  some  scheme  of 
industrial  education. 

In  the  careful  investigation  of  the  apprenticeship  systems  of  the 
country  for  the  purposes  of  this  publication,  it  has  been  found  that 
there  is  a wide  variance  in  their  procedures.  For  example,  in  the 
machine  trades,  very  few  industrial  concerns  have  no  system;  the 
majority  have  a system  of  indenture  for  a term  of  years,  while  a few 
have  a very  elaborate  scheme,  whereby  they  give  a trade  training 
which  will  compare  favorably  with  the  best  public  industrial  training 
which  can  be  offered.  The  building  trades  have  a system  of  trade 
training  more  like  that  of  former  times,  due  to  the  nature  of  the  trade, 
as  their  materials  are  still  put  into  position  by  hand,  and  boys  can  be 
assigned  to  work  under  master  mechanics  as  of  old.  On  the  other 
hand,  any  apprenticeship  system  which  may  have  formerly  existed  in 
the  textile  industry  would  be  entirely  out  of  question  under  modern 
factory  conditions. 


70 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


In  the  shoe  industry  there  has  been  such  an  enormous  growth  in  the 
use  of  machinery  and  such  a consequent  subdivision  of  labor,  that  no 
apprenticeship  system  worthy  of  the  name  can  be  introduced.  This 
will  be  clearly  recognized  by  the  statement  that  there  are  over  100 
operations  in  the  making  of  a shoe,  while  the  industry  itself  has  keen 
subdivided  into  last  making,  leather  working,  shoe  making,  shoe 
machinery  manufacture,  shoe  fixings,  finishes,  etc. 

The  printing  and  book-making  trades  have  an  apprenticeship  sys- 
tem in  common  with  other  less  important  industries. 

It  is  readily  seen  that  some  industries  have  great  possibilities  in 
their  own  works  for  the  proper  training  of  employees,  while  other 
industries  must  look  to  public  industrial  education  to  meet  their  needs 
for  skilled  and  intelligent  workers.  The  point  to  bear  in  mind  in  this 
connection  is  that  industrial  education  must  be  adjusted  to  the  labor 
requirements  of  these  various  industries.  In  some  cases  the  public 
school  system  must  actually  supply,  as  far  as  any  such  system  can 
supply  it,  the  demand  for  skilled  workmen.  In  other  cases  training 
in  a school  must  be  supplemented  by  the  training  in  the  shop;  and 
finally,  the  public  school  may  have  as  its  function  simply  the  proper 
preparation  of  boys  and  girls  for  the  practical  and  efficient  training 
received  under  an  excellent  apprenticeship  system. 

It  is  worthy  of  note  in  this  connection  that  an  intelligent  compre- 
hension of  the  needs  of  a modern  apprenticeship  system  exists  in  a 
great  majority  of  those  industries  where  such  a system  is  possible. 
The  last  ten  years  of  unprecedented  prosperity  have  made  the  need 
for  skilled  workers  so  acute  that  every  industrial  concern  of  note  is 
alive  to  the  necessity  of  some  plan  of  training  industrial  workers 
through  a factory  system.  Instead  of  a decadence  of  the  practice  of 
indenturing  apprentices  there  is  a marked  revival  of  a definite  sys- 
tem of  training  labor,  and  it  is  but  a question  of  time  before  indus- 
trial education  as  it  exists  in  theory  will  confront  the  apprenticeship 
system  as  it  exists  in  fact. 

The  tendency  toward  the  general  adoption  of  some  form  of  appren- 
ticeship is  decidedly  marked  in  all  trades  and  industries  where  such 
a system  is  practicable;  indeed,  it  is  but  a question  of  time  when  all 
concerns  will  have  as  good  a system  as  a few  now  have,  and  these  few 
will  have  a system  far  superior  to  the  one  now  existing.  In  view  of 
this  fact  it  is  worth  while  to  examine  the  principles  and  methods  of 
some  of  the  best  of  these  systems. 

A careful  selection  is  made  of  boys  fitted  for  the  particular  work  in 
view.  They  pass  a physical,  mental,  and  moral  examination,  which 
corresponds  to  a school-entrance  examination.  Allowance  is  made  for 
previous  shop  experience  or  academic  training.  Graduates  of  manual 
training  schools  and  technical  colleges  have  their  period  of  appren- 
ticeship shortened. 


GENERAL  CONSIDERATIONS  AND  CONCLUSIONS. 


71 


Their  rate  of  pay  is  determined  beforehand  and  increases  fre- 
quently enough  to  make  the  boys  feel  that  they  are  getting  ahead. 
Some  firms  advocate  a deposit  as  a guarantee  of  good  faith  and  to 
assist  the  parent  in  taking  the  matter  of  indenture  more  seriously. 
Other  firms  retain  the  money  earned  during  the  trial  service  until  the 
term  of  indenture  has  been  completed.  The  majority  of  firms  give  a 
bonus  varying  from  $50  to  $150  at  the  completion  of  the  term  of 
service  to  those  boys  whose  conduct,  both  moral  and  technical,  warrant 
it.  This  procedure  has  the  same  effect  as  school  ranking  and 
certificates. 

The  length  of  service  is  definitely  agreed  upon  when  the  indenture 
papers  are  signed,  and  usually  "is  four  years,  depending,  however, 
upon  the  particular  trade  and  the  age  at  which  the  candidate  enters 
it.  The  older  the  boys,  the  less  time  is  available  for  this  service. 

The  kind  of  work  the  boys  do  is  varied,  and  in  this  way  the  future 
of  the  apprentice  is  considered,  as  well  as  the  profits  to  be  derived 
from  his  service.  A schedule  is  arranged  beforehand,  so  that  the  boy 
may  know  how  much  time  he  will  be  expected  to  give  to  certain  proc- 
esses and  machines.  In  brief,  it  is  a shop  course  of  study  such  as  any 
industrial  school  would  be  expected  to  have.  At  least  three  large 
concerns  have  special  shops  set  aside  for  the  first  two  years  of  train- 
ing of  apprentices,  which  practice  guarantees  to  every  boy  an  equality 
of  opportunity,  and  affords  him  expert  instruction  in  the  practical 
work  during  the  most  important  part  of  his  course. 

This  plan  makes  a close  approach,  in  its  spirit  and  purpose,  to  in- 
dustrial education,  in  that  there  is  a special  shop  instructor  qualified 
to  teach  a definite  shop  course — a man  who  teaches  the  boys  the  best 
principles  of  manufacturing,  and  prepares  them  for  the  other  work 
which  comes  in  the  regular  shops  in  the  last  two  years  of  service. 

There  can  be  no  question  raised  as  to  the  value  of  the  instruction 
received  in  such  a training  room.  The  shop  methods  are  up-to-date, 
and  the  learning  of  them  is  not  dependent  upon  master  workmen  in 
the  regular  shops,  whose  methods  may  be  more  or  less  obsolete  or  who 
may  be  indifferent  to  imparting  knowledge. 

Nearly  all  of  the  best  concerns  which  have  the  modern  apprentice- 
ship system  “ arrange  for  ” academic  work  to  supplement  the  work 
in  the  shop.  They  recognize  that  the  object  of  the  system  is  to  teach 
the  boy  a trade,  and  that  the  trade  can  not  be  learned  unless  the  boy 
knows  the  mathematics,  mechanics,  and  business  methods  which  ac- 
company the  trade.  This  instruction  is  given  by  some  establishments 
in  a schoolroom  connected  with  the  factory.  When  the  teacher  of 
these  subjects  is  a master  of  pedagogical  principles,  and  has  an  in- 
terest in  boys  and  a knowledge  of  the  industry,  it  is  readily  seen  that 
this  supplemental  academic  instruction,  combined  with  shop  training, 
is  a very  strong  competitor  of-  the  best  industrial  education  under 
public  auspices  that  could  be  devised. 


72  APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 

The  phrase  “ arranged  for  ” has  been  used  advisedly,  for  no  two 
concerns  agree  as  to  the  method  they  employ  for  this  academic  in- 
struction, and  unfortunately  the  methods  adopted  sometimes  lack  in 
definiteness.  The  public  industrial  or  trade  school  will  always  be  a 
better  place  for  a boy  to  receive  the  proper  academic  instruction,  un- 
less the  industrial  establishments  make  an  effort  to  arrange  means  of 
imparting  more  definitely  this  instruction. 

A few  manufacturing  concerns,  such  as  the  General  Electric  Com- 
pany at  West  Lynn,  Mass.,  the  Fore  Fiver  Shipbuilding  Company  at 
Quincy,  Mass.,  the  Yale  & Towne  Manufacturing  Company  at  Stam- 
ford, Conn.,  and  the  George  V.  Cresson  Iron  Works  at  Philadelphia, 
together  with  three  large  railroads,  have  each  provided  definite  in- 
struction in  the  theory  as  well  as  the  practice  of  the  trade  it  repre- 
sents. In  each  case  one  of  the  engineering  staff  has  been  chosen  as 
the  academic  instructor,  and  through  special  text-books  and  notes  the 
boys  are  shown  the  reason  for  shop  processes  and  the  application  of 
principles  of  mathematics  and  science.  None  of  these  concerns  give 
instruction  in  English  or  history  except  such  as  may  incidentally  be 
called  for  in  class  discussion.  The  special  text-books  and  notes  on 
mathematics  and  mechanical  drawing  which  are  used  are  exceedingly 
practical,  and  furnish  an  object  lesson  for  any  student  of  industrial 
education.  In  cases  of  advanced  apprenticeships  the  boys  are  taught 
on  “ company  time,”  being  paid  for  the  time  consumed.  This  is  an 
essential  feature  of  modern  apprenticeship  systems. 

The  majority  of  the  concerns  having  an  apprenticeship  system  fail 
to  provide  in  their  works  definite  instruction  in  the  related  subjects 
of  mathematics  and  science.  An  investigation  shows  that  they  “ en- 
courage ” boys  to  attend  public  evening  schools,  mechanics’  institutes, 
and  the  Young  Men’s  Christian  Association  classes.  Careful  investi- 
gation shows  that  this  encouragement  lacks  definite  results.  The 
effort  of  the  boys  is  not  followed  by  definite  reports  from  the  school 
authorities,  and  in  only  one  instance,  the  Baldwin  Locomotive  Works, 
do  the  factory  managers  know  definitely  how  many  boys  attend  the 
evening  schools.  The  Baldwin  Locomotive  Company  require  those 
apprentices  who  are  deficient  in  school  training  to  attend  the  public 
evening  schools,  and  last  year  143  out  of  338  who  were  serving  their 
time  were  required  to  attend. 

To  “ encourage  ” boys  to  take  correspondence  school  work  and 
evening  school  instruction  without  following  them  up  or  offering 
definite  inducements  for  so  doing  by  a shortened  apprentice  course, 
while  it  may  show  a tendency  on  the  part  of  employers  to  recognize 
the  efficiency  of  education,  will  not  bring  the  results  that  public  in- 
dustrial education  would  produce  where  book  instruction  was  a 
required  part  of  the  course  for  every  boy.  In  this  respect  the  appren- 


GENERAL  CONSIDERATIONS  AND  CONCLUSIONS. 


73 


ticeship  system  as  now  carried  on  is  in  marked  contrast  to  the  work 
which  would  be  done  in  the  regular  industrial  or  trade  school. 

In  all  the  better  apprenticeship  systems  the  boys  are  in  charge  of 
a competent  man,  whose  duty  in  whole  or  in  part  is  to  see  that  a 
proper  selection  is  made  in  engaging  new  boys  and  in  looking  after 
their  general  welfare.  He  is  expected  to  encourage  clean  personal 
habits,  inculcate  right  ideals  of  work,  and  exert  a wholesome  influence 
on  the  boy  both  inside  and  outside  the  factory. 

There  are  certain  well-defined  advantages  of  a proper  apprentice- 
ship system  over  almost  any  industrial  school  system  which  is  likely 
to  be  devised.  A good  shop  system  assures  the  boy  a practical  train- 
ing in  actual  shop  processes  and  methods,  for  every  apprentice  is 
employed  on  the  regular  factory  product.  The  psychological  value 
of  commercial  work  is  of  great  importance.  It  takes  a boy  out  of 
the  sphere  of  theory  and  into  that  of  practice.  It  clinches  the  boy’s 
interest,  and  makes  him  realize  that  the  product  of  his  work  is  to  be 
a part  of  some  useful  machine.  It  makes  him  familiar  with  factory 
life  and  system.  It  may  save  the  time  of  the  boys,  for  the  boy  coming 
from  the  school  shop,  no  matter  how  good  his  training,  must  start 
as  an  unknown  quantity  with  his  new  employer  and  win  his  way 
from  the  beginning,  while  a boy  already  four  years  in  the  service  of 
the  company  may  have  won  their  confidence  and  esteem,  may  have 
developed  ability  and  a spirit  of  loyalty,  so  as  to  put  himself  in  line 
for  promotion  even  before  he  completes  the  apprenticeship  term  of 
service. 

The  apprenticeship  system  of  a large  factory  which  is  the  chief 
industrial  concern  of  a city,  will  naturally  be  considered  by  the 
public  as  the  substitute  for  a trade  school,  as  both  parents  and  boys 
will  argue  that  as  long  as  the  boy  is  eventually  going  to  work  for 
the  concern,  it  would  be  just  as  well  to  start  at  once  after  leaving  the 
grammar  school  and  not  “ waste  ” time  by  attending  a special  school, 
in  view  of  the  fact  that  the  concern  would  not  recognize  the  prepara- 
tion of  the  trade  school  graduate  by  deducting  more  than  a year  or 
two  from  his  term  of  indenture. 

The  apprenticeship  course  gives  a boy  a chance  to  earn  as  well  as 
learn.  This  has  an  important  bearing  upon  industrial  education, 
for  the  class  of  boys  which  will  be  attracted,  in  the  minds  of  the 
advocates  of  apprenticeship,  are  just  the  ones  who  can  not  afford  to 
spend  four  years  in  a trade  school  where  no  opportunity  is  presented 
to  earn  money.  The  idea  of  earning  money  is  strongest  in  a boy  in 
his  early  teens,  and  in  his  desire  to  be  a producer  the  apprenticeship 
course  will  appeal  to  him. 

In  so  far  as  the  apprenticeship  system  does  not  overemphasize 
academic  instruction,  and  there  is  no  evidence  that  it  ever  will,  it 
will  offer  great  inducements  to  the  boy  who  does  not  want  to  study. 


74 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


Those  who  favor  industrial  schools  make  a special  point  of  the  ap- 
peal which  schools  of  this  character  will  make  to  boys  of  this  type. 
Indeed,  every  industrial  school  programme  published  at  the  present 
time  places  less  emphasis  on  academic  instruction  than  now  exists 
in  our  manual  training  high  schools,  but  at  the  same  time  the  school 
side  overshadows  the  shop  side.  The  apprenticeship  system  stands 
for  shop  first  and  the  school  afterwards. 

The  apprenticeship  appeals  to  the  parents  of  boys  as  being  very 
practical.  The  prevailing  opinion  among  the  majority  of  people 
that  a trade  can  only  be  learned  in  a shop,  is  one  that  a trade  school 
will  have  difficulty  in  meeting  in  the  face  of  definite  shop  training 
presented  in  the  form  of  the  modern  apprenticeship  system.  It  is 
not  intended  to  convey  the  impression  that  the  parents  are  correct 
in  their  assumption,  but  merely  to  point  out  that  such  an  impression 
exists  and  will  have  a marked  bearing  on  the  problem  of  trade-school 
education. 

Apprenticeship  systems  appeal  to  the  employer  because  he  can 
train  boys  in  processes  and  methods  peculiar  to  his  business,  or  in 
what,  rightly  or  wrongly,  he  considers  as  being  peculiar  to  him. 
Even  in  the  case  of  the  best  of  trade  schools  the  employer  would  have 
to  adjust  his  methods  to  those  employed  in  the  school,  or  else  the 
school  would  have  to  fit  its  courses  to  meet  the  needs  of  the  manu- 
facturer, and  the  latter  would  be  impossible  where  a large  number  of 
concerns  of  similar  character  existed  in  the  same  city.  Moreover, 
the  employer  can  afford  to  teach  a boy  who  is  inexperienced  if  he  is 
an  apprentice,  as  he  can  make  a profit  on  him.  If  the  boy  were  a 
trade-school  graduate,  he  would  want  more  pay  at  the  start  than 
the  employer  could  afford  to  pay  him,  in  view  of  the  fact  that  the 
boy  would  require  time  to  adjust  himself  to  shop  conditions. 

The  apprenticeship  system  most  certainly  appeals  to  the  majority 
of  workingmen,  in  that  it  starts  the  boy  at  the  bottom  round  of  the 
industrial  ladder,  and  through  a natural  process  of  the  “ survival  of 
the  fittest”  eliminates  the  undesirable  elements.  The  trade  school 
might  give  its  graduates  an  impression  that  they  were  predestined  to 
be  foremen,  and  aside  from  causing  hard  feelings  on  the  part  of  shop- 
trained  boys,  would  tend  to  close  the  door  of  advancement  to  those 
who  were  not  graduates  of  trade  schools.  It  is  of  social  and  industrial 
significance  that  our  head  workers  should  rise  from  the  ranks  if  we 
are  to  get  the  best  results  from  the  mass  of  industrial  workers.  On 
the  other  hand,  the  apprentice  would  advance  through  a deserved 
promotion  gamed  by  experience  to  positions  of  responsibility.  His 
personal  contact  with  the  rank  and  file  would  leaven  the  entire  mass 
of  his  fellow  employees.  The  experience  of  men  now  foremen  and 
superintendents  who  have  risen  from  being  apprentice  boys  points 


GENERAL  CONSIDERATIONS  AND  CONCLUSIONS. 


75 


out  that  they  get  along  better  with  those  under  them  because  they 
were  “ one  of  them.” 

A proper  apprentice  system  is  the  only  way  to  give  trade  training 
in  lines  of  industry  located  in  small  cities  and  towns  where  there 
are  not  enough  industrial  workers  to  warrant  a special  public  trade 
school,  or  in  those  industries,  located  in  large  cities,  which  have  a 
special  line  of  manufacturing  which  no  public  school  would  be  war- 
ranted in  teaching  to  boys,  because  of  the  expense  of  special  courses 
of  instruction  for  one  industry  which  was  not  typical  of  the  majority 
of  the  other  industries. 

The  impression  must  not  be  given  that  all  apprenticeship  systems 
are  a substitute  for  the  trade  school,  for  there  are  at  the  present  time, 
as  has  been  pointed  out,  but  a few  concerns  which  carry  on  an  appren- 
ticeship system  that  meets  the  entire  social  and  trade  problems  as 
would  a good  trade  school.  Given  a practical  sort  of  trade  school 
with  the  emphasis  on  the  shop  side  and  a system  of  academic  instruc- 
tion well  correlated  with  the  shop  instruction,  and,  on  the  other  hand, 
a first-class  apprenticeship  system  with  thorough  shop  training  and 
a reasonable  amount  of  academic  instruction,  it  might  be  hard  to  see 
which  would  be  the  better  for  the  boy.  With  a poor  apprenticeship 
system,  with  the  exploitation  of  the  boy  at  the  expense  of  shop  and 
academic  training,  there  would  be  no  question  of  the  advantage  of 
the  public  trade  school. 

It  is  to  be  noted  that  not  all  the  boys  of  a community  work  in  a 
shop  which  has  a complete  apprenticeship  system  such  as  has  been 
outlined.  There  are  some  shops  which  have  merely  an  indenture 
system  without  definite  shop  training,  'and  no  academic  training. 
There  are  others  which  are  engaged  in  a line  of  work  where  no  ap- 
prenticeship would  be  possible,  and  still  others  which  are  too  small 
to  have  more  than  a half  a dozen  apprentices  and  in  which  it  would 
not  be  feasible  to  have  any  elaborate  shop  and  school  training  in  their 
works.  Under  such  conditions  these  industries  must  look  to  public 
trade  schools  to  supply  their  need  for  skilled  labor.  Investigation 
shows  that  there  are  few  cities  where  there  would  not  be  need  for  pub- 
lic industrial  education  which  would  have  two  purposes  in  view,  one 
the  preparation  of  boys  for  the  advanced  type  of  apprenticeship  sys- 
tem, represented  in  a few  of  the  local  factories,  and  the  other  a trade 
training  which  would  be  a substitute  for  the  lack  of  first-class  shop 
training  which  might  exist  in  the  remaining  shops. 

There  is  still  a large  number  of  shops  in  which  there  is  a so-called 
apprenticeship  system  that  exists  in  name  only,  and  this  condition  is 
worthy  of  more  than  a passing  notice. 

The  apprenticeship  system  should  have  as  its  basis  a mutual  agree- 
ment between  two  persons,  the  employer  and  the  boy,  to  perform  cer- 
tain acts  which  are  of  mutual  advantage,  the  employer  agreeing  to 


76  APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 

teach  the  boy  a trade,  and  the  boy  in  return  agreeing  to  be  faithful  in 
the  performance  of  his  duties  and  to  continue  his  services  for  a cer- 
tain definite  time.  No  contract  can  be  worthy  of  the  name  if  it  is 
one-sided,  and  no  apprenticeship  system  will  succeed  where  the  inter- 
ests of  the  boy  are  not  bound  up  with  those  of  his  employer. 

The  problem  of  trade  training  is  made  very  complex  by  the  present 
system  of  specialization,  and  owing  to  the  short  time  required  for  a 
beginner  to  learn  a single  process  and  become  a productive  unit  in  the 
factory.  A proper  apprentice  system  will  guarantee  to  the  boy  the 
opportunity  of  learning  his  trade  as  a whole,  at  a fixed  wage  with  a 
steady  increase. 

The  employer  must  provide  shop  facilities  so  that  the  boys  can  re- 
ceive this  all-round  training,  and  so  avoid  the  exploitation  of  the  boys. 
Unless  great  care  is  exercised  such  exploitation  is  very  probable,  for 
the  foreman  and  the  boy  are  working  at  cross  purposes.  The  boy  ex- 
pects definite  shop  training,  wants  to  procure  all  possible  information 
in  the  shortest  time,  and  desires  a variety  of  work  and  opportunity  to 
work  in  all  departments.  The  foreman,  on  the  other  hand,  represent- 
ing the  company,  strives  for  economy,  for  cheapness  of  production, 
and  he  can  better  further  his  ends  by  keeping  the  apprentice  on  one 
class  of  work  and  in  one  department  for  a long  time. 

Few  foremen  combine  a legitimate  care  of  their  own  interests  with 
a proper  appreciation  of  the  boy’s  objective.  The  average  foreman 
utilizes  the  apprentice  at  first  for  an  errand  boy.  Then  he  gives  him 
simple  work  at  a bench,  such  as  chiseling  and  plain  filing,  cleaning  of 
small  castings,  or  assisting  the  stockkeeper  in  handling  small  tools 
and  stock  materials.  While*  this  procedure  accustoms  the  boy  to  the 
factory  atmosphere  and  gives  him  an  elementary  knowledge  of  his 
trade,  it  does  not  take  long  before  the  bend  in  the  efficiency  curve  is 
reached,  and  any  further  expenditure  of  time  gradually  becomes  more 
and  more  disproportionate  to  the  additional  advantage  gained. 

This  forces  the  apprentice  to  push  himself  forward  in  order  to 
learn  different  classes  of  work,  and  the  foreman  is  usually  slow  to 
respond  by  giving  him  the  advantage  of  a variety  of  training,  because 
if  the  boy  is  inefficient  at  some  particular  work  he  will  naturally  be 
held  at  that  work  for  improvement,  and,  on  the  other  hand,  if  the  boy 
is  efficient,  the  foreman  is  likely  to  keep  him  for  an  undue  length  of 
time  on  it  in  order  to  get  the  greatest  commercial  advantage  from 
him. 

Sweeping  floors,  piling  castings,  and  running  errands  may  try  out 
the  boy  and  test  his  ability  to  stick  to  his  job,  but  these  qualities  would 
be  tested  just  as  well  by  assigning  him  to  definite  bench  or  machine 
work,  for  the  shop  management  ought  to  be  ascertaining  the  boy’s 
ability  to  make  a good  mechanic. 


GENERAL  CONSIDERATIONS  AND  CONCLUSIONS. 


77 


When  the  shops  are  in  control  of  narrow-minded  workmen  the 
apprentice  labors  under  a great  disadvantage,  in  that  the  workmen 
fail  to  show  the  boy  anything.  Either  through  ignorance  or  malicious- 
ness the  workmen  fail  to  point  out  to  the  boy  the  best  method  of  doing 
the  shop  work.  They  would  have  him  “ pick  it  up  ” as  they  did.  In 
some  cases  the  workmen  themselves  do  not  know  the  latest  principles 
in  shop  work.  Through  special  shop  training  rooms  the  General  Elec- 
tric Company  has  been  able  to  develop  a standard  of  labor-skill  which 
would  not  have  been  possible  if  the  boys  had  been  thrown  in  contact 
with  the  mass  of  mechanics.  When  these  boys  graduate  from  the 
apprentice  course  they  set  a standard  for  the  whole  factory  organi- 
zation. 

Another  disadvantage  of  some  apprenticeship  systems  is  that  cer- 
tain establishments  are  so  large,  have  so  many  departments  and  so 
many  operations  and  processes,  that  the  capacity  and  time  of  the  boy 
are  fully  employed  in  mastering  the  details  of  one  department  to  the 
exclusion  of  all  other  departments.  This  tends  to  keep  the  boy  in 
that  department  after  he  has  finished  his  term  of  apprenticeship 
service,  and  prevents  him  from  working  in  any  other  department  in 
another  factory  should  he  desire  to  leave  the  employ  of  the  firm. 
Public  industrial  or  trade  schools  should  never  become  so  narrow  in 
their  scope  as  to  prevent  an  all-round  shop  training. 

Up  to  this  point  the  argument  has  concerned  itself  with  two  phases 
of  the  apprenticeship  system,  one  a definite  and  complete  system, 
which  may  or  may  not  be  a substitute  for  the  trade  school,  depending 
upon  conditions  both  civic  and  industrial ; the  other  an  indefinite  and 
incomplete  system,  which  lacks  the  fulfilling  of  a mutual  obligation, 
which  is  very  essential  to  a properly  conducted  apprenticeship  course. 
There  is  yet  another  form  of  apprenticeship  system  now  in  existence 
which  has  a very  important  bearing  on  the  whole  subject  of  industrial 
education.  It  represents  just  as  definite  and  complete  a system  as  the 
one  first  referred  to,  except  that  it  indentures  apprentices  to  one  de- 
partment, and  one  department  only,  for  a term  varying  from  one  to 
two  years.  It  is  called  the  special  apprenticeship  system.  It  has 
been  adopted  by  the  National  Association  of  Machine  Tool  Builders. 
This  system  takes  into  account  the  changing  conditions  in  the  ma- 
chinery manufacturing  business  with  regard  to  the  increasing  spe- 
cialization which  runs  through  the  industry.  It  assumes  that,  if  the 
vast  majority  of  workmen  are  to  be  specialists,  the  apprenticeship 
system  should  recognize  the  fact  and  train  boys  for  the  work  which 
they  are  going  to  do.  The  managers  in  these  concerns  state  that  it  is 
a condition  and  not  a theory  which  confronts  them.  They  state  that 
it  is  difficult  to  obtain  boys  for  the  general  shop  courses  through  the 
low  rate  of  wages  which  can  be  offered  them,  because  when  boys  are 
transferred  from  one  department  to  another  there  is  for  the  time 


78 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


being  a loss  of  efficiency  as  far  as  output  is  concerned.  High  enough 
wages  to  attract  boys  can  not  be  paid  without  a loss  in  profit. 

Under  the  special  apprenticeship  plan  boys  attain  a good  degree  of 
efficiency  in  a comparatively  short  time,  deliberate  instruction  in  one 
department  being  reflected  in  an  immediately  increased  efficiency,  and 
the  plan  is  furthered  because  it  is  found  to  be  immediately  profitable 
to  the  employer  to  give  it. 

These  manufacturers  have  been  hindered  in  their  production  by 
the  lack  of  skilled  men  and  the  difficulty  of  procuring  boys  to  learn 
the  trade  of  machinist,  for  these  boys  could  go  right  into  the  shop  as 
machine  hands  and  earn  good  wages  at  automatic  machines. 

The  only  way  these  firms  could  meet  the  problem  was  to  give  the 
boys,  as  special  apprentices,  the  sort  of  work  which  paid  a definite 
profit  to  the  firm  from  the  start.  Phis  plan  appeals  especially  to  boys 
from  the  country  who,  away  from  home,  can  not  live  on  the  small 
wages  paid  the  general  apprentice. 

The  special  apprenticeship  contract  covers  a trial  period  of  two 
hundred  and  forty  hours,  and  then  an  indenture  to  one  of  11  depart- 
ments— turning,  vertical  boring  mill,  horizontal  boring  mill,  planing, 
milling,  drilling,  grinding,  erecting,  turret,  vise,  scraping.  Not  less 
than  12  cents  an  hour  is  paid  the  beginner,  and  at  the  end  of  one  and 
one-half  years  he  can  earn  as  much  as  20  cents  per  hour.  The  general 
apprentice  course  in  many  factories  has  frequently  a maximum  wage 
at  the  end  of  four  years  of  service  not  approaching  what  is  paid 
under  the  special  apprenticeship  plan  at  the  end  of  a year’s  service. 

As  a rule,  specialization  limits  capacity  and  narrows  the  mind.  It 
is  right  as  it  secures  special  skill,  but  there  should  be  something  more 
in  order  to  train  the  broad  man. 

Careful  investigation  shows  that  the  demand  for  trade  schools 
comes  from  employers  who  have  no  systematic,  definite  method  of 
training  their  apprentices.  These  men  are  of  the  opinion  that 
a public  trade  school  would  furnish  them  with  a supply  of  skilled 
mechanics.  Generally  they  have  no  more  realization  of  the  probable 
results  of  a public  trade  school,  as  far  as  producing  skilled  mechanics 
is  concerned,  than  they  have  of  the  possibilities  of  a first-class  appren- 
ticeship system  in  their  own  works. 

Those  managers  of  industrial  concerns  who  have  now  in  operation 
a broad,  comprehensive  form  of  apprenticeship  are  in  favor  of  trade 
, schools,  not  because  they  will  meet  their  special  needs,  but  rather 
because  they  are  in  favor  of  all  forms  of  industrial  education,  and 
the  success  of  iheir  apprenticeship  system  has  proved  to  them  that 
trade  instruction  can  be  made  practical  and  effective.  Moreover, 
these  men  desire  to  see  the  general  introduction  of  trade  schools 
to  meet  the  needs  of  concerns  which  do  not  and  can  not  have  a system 
of  apprenticeship  as  elaborate  as  their  own. 


GENERAL  CONSIDERATIONS  AND  CONCLUSIONS. 


79 


In  general  it  may  be  said  that  the  superintendents  of  those  indus- 
trial organizations  which  have  this  advanced  type  of  apprentice- 
ship, combining  shop  and  academic  training,  do  not  feel  that  local 
schools  will  meet  the  needs  of  their  own  factories.  They  claim  that 
the  technical  requirements  of  their  business  are  such  that  no  special 
public  trade  school  could  ever  fill  the  requirements.  This  feeling 
exists  very  strongly  among  the  managers  of  the  various  railroads 
which  have  adopted  an  apprenticeship  system.  Some  of  these  men 
feel  that  the  trade-school  graduate  would  come  into  the  shop  with  a 
more  or  less  high  opinion  of  his  economic  value,  and  the  company 
would  have  to  spend  a couple  of  years  making  him  over,  and  those 
years  would  be.  somewhat  wasted  as  far  as  both  parties  were 
concerned. 

Moreover,  they  feel  that  it  is  far  better  to  train  boys  right  in  the 
shops  in  such  a way  that  they  can  eventually  become  foremen  and 
superintendents,  than  to  train  them  outside  the  shops  and  then  expect 
them  to  have  the  same  influence  on  their  shopmates  that  they  would 
have  if  they  had  been  taught  in  the  same  manner  as  the  other  boys. 
It  is  not  to  be  understood  that  any  of  the  industrial  managers  are 
opposed  to  trade  schools  “ per  se.”  They  simply  do  not  see  the 
need  for  them  in  connection  with  their  own  concerns,  but  they  do 
wish  to  have  them  for  the  “ other  fellow,”  who  has  no  definite  system 
of  training  skilled  mechanics. 

The  Douglas  Commission  on  Industrial  Education  emphasized 
the  need  for  industrial  schools  which  would  provide  for  the  boy  and 
girl  of  from  14  to  16  years  of  age,  who  leave  the  grammar  school 
and  “waste  two  years”  before  they  are  wanted  in  the  industries. 
This  statement  is  reenforced  through  recent  interviews  with  manu- 
facturers. The  terms  of  the  indentures  which  these  men  have 
adopted  do  not  provide  for  a boy  before  he  is  16  or  17  years  of  age. 
These  men  find  that  many  of  the  applicants  have  left  school  as  soon 
as  the  law  allowed,  that  they  have  been  in  all  sorts  of  work,  and  that 
they  have  not  improved  mentally  or  morally  and  have  forgotten 
many  of  the  precepts  taught  ^jn  school.  While  they  emphasize  the 
fact  that  they  prefer  to  give  trade  instruction  to  these  boys  in  their 
own  way,  they  would  like  to  have  boys  better  prepared  in  the  lines 
of  general  intelligence,  in  hand  training,  with  a better  mental  grasp 
of  industrialism,  a better  understanding  of  practical  mathematics, 
simple  mechanical  drawing,  etc.,  and  hence  believe  firmly  in  public 
industrial  education. 

While  the  question  may  arise  as  to  the  value  of  the  trade  school 
as  compared  with  a first-class  apprenticeship  system,  there  is  no 
doubt  of  the  need  for  industrial  training  in  our  public  schools  as  a 
definite  preparation  for  the  special  shop  training  which  is  being 


so 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


generally  adopted  in  all  modern  shops,  as  well  as  for  employment  in 
those  concerns  which  have  only  a mediocre  system  of  training. 

The  unwillingness  of  manufacturers  to  employ  a boy  until  he  is  16 
or  17,  and  so  has  reached  the  age  of  discretion  as  well  as  more  physical 
maturity,  makes  it  imperative  that  public  education  provide  facilities 
for  meeting  this  condition.  The  recent  developments  of  the  special 
apprenticeship  system  in  the  machine  tool  builders’  trade  only  empha- 
size the  need  for  this  type  of  school.  The  tendency  is  toward  speciali- 
zation. There  is  no  getting  away  from  the  fact.  The  rapid  increase 
.in  the  number  of  divisions  of  the  various  industries  into  related 
industries,  the  ever-increasing  subdivision  of  processes  and  operations 
within  a single  department  of  an  industry,  mean  that  no  worker  can 
master  the  whole  of  an  industry  unless  extraordinary  effort  is  made, 
either  by  trade  schools  or  by  manufacturers  through  complete  appren- 
ticeship systems,  to  offset  the  prevailing  tendency. 

Specialization  tends  to  narrow  the  field  of  vision  of  the  worker. 
If  this  condition  is  likely  to  continue,  and  there  is  no  reason  to  think 
this  will  not  be  the  case,  it  means  that  the  boy  must  receive  some  all- 
round academic  and  hand  training  before  he  goes  to  work,  for  it  will 
be  impossible  for  the  majority  to  rise  above  the  conditions  imposed 
by  the  prevailing  industrial  organization.  It  is  the  common  experi- 
ence that  few  boys  who  enter  upon  the  special  apprenticeship  system 
ever  take  up  the  full  apprenticeship  course  afterwards.  The  pay  at 
the  end  of  the  special  apprenticeship  service  is  too  large  in  proportion 
to  that  which  a boy  would  receive  if  he  started  over  again  in  another 
department,  to  make  it  a sufficient  inducement  for  him  to  continue  a 
scheme  of  training  which  would  make  him  a master  of  the  details  of 
all  departments,  of  which  there  are  as  many  as  11  in  the  machine  tool 
industry. 

The  action  of  the  National  Tool  Builders’  Association  in  boldly 
stating  that  they  expect  to  train  specialists  will  do  more  to  call  to  the 
attention  of  the  public  the  necessity  for  broad  industrial  training 
before  the  age  of  17  than  any  other  procedure.  The  public  must  face 
the  question  as  it  stands. 

There  is  a need  for  more  practical  application  of  mathematics  and 
science  in  our  public  schools,  whether  they  be  the  regular  public 
schools  as  now  conducted  or  the  special  industrial  schools  to  come. 
The  excellent  work  being  done  by  the  superintendents  of  apprentices 
in  the  large  industrial  establishments  along  lines  of  practical  teach- 
ing, by  shop  problems  bearing  upon  the  formal  subjects  of  arithmetic, 
algebra,  geometry,  mechanics,  and  chemistry,  will  have  a great  in- 
fluence on  the  courses  of  study  in  the  regular  and  special  schools 
conducted  under  public  auspices.  It  is  a revelation  to  see  the  manner 
in  which  the  teachers  in  these  apprentice  courses  approach  the  prob- 
lem of  the  application  of  theory  to  practice.  Each  example  is  a 


GENERAL  CONSIDERATIONS  AND  CONCLUSIONS. 


81 


concrete  illustration  of  some  mechanical  or  other  principle  of  the 
daily  shop  practice.  In  some  instances  the  teaching  covers  arith- 
metic, elementary  algebra,  mensuration,  elementary  trigonometry, 
elements  of  machines,  power  transmission,  strength  of  materials,  ele- 
mentary electricity,  mechanical  drawing,  and  machine  design.  The 
apprentice  learns  a valuable  lesson  of  the  monetary  value  of  such  a 
training  by  the  mere  fact  that  the  company  is  willing  to  pay  his 
regular  wage  during  the  period  that  he  is  receiving  this  academic 
instruction. 

No  provision  is  made  by  many  firms  for  academic  teaching  in  con- 
nection with  the  apprenticeship  system.  Many  firms  do  not  feel  that 
they  can  afford  to  do  it,  and  express  the  conviction  that  either  the 
public  day  school  ought  to  meet  this  requirement  or  else  the  appren- 
tices should  attend  a good  evening  school.  But  whenever  a concern 
can  have  the  boys  engaged  on  productive  work  and  at  the  same  time 
give  them  academic  training,  all  on  a profit-paying  basis,  it  is  to  be 
hoped  that  it  will  adopt  the  scheme  of  combined  shop  and  school 
training. 

As  the  matter  now  stands,  the  public  evening  schools  and  other 
agencies  of  supplemental  education  are  the  only  ones  to  provide 
facilities  for  this  school  instruction  for  boys  who  have  not  received 
sufficient  training  to  enter  the  trades.  A few  managers  do  not  favor 
the  evening  school  plan,  as  they  believe  that  the  boys  are  not  in  a 
physical  and  mental  condition  to  do  the  best  work.  The  majority 
are  in  accord  with  supplementary  evening  instruction,  and  believe 
that  the  principle  of  the  survival  of  the  fittest  will  serve  to  eliminate 
the  boy  who  has  not  sufficient  perseverance  and  patience,  and  leave 
the  boy  who  is  worthy  of  promotion  to  a higher  position. 

It  appears  that  evening  schools  will  have  an  important  bearing 
on  the  future  apprenticeship  system.  Doctor  Balliet  states  that  the 
problem  of  efficient  evening  school  instruction  is  to-day  one  of  the 
most  serious  educational  questions.  It  is  interesting  to  note  that 
the  apprentices  themselves  oftentimes  prefer  to  attend  evening 
schools  conducted  under  private  auspices  rather  than  take  public  even- 
ing courses.  In  one  concern  which  compels  apprentices  to  attend  some 
evening  school,  42  per  cent  go  to  private  schools  where  they  are 
obliged  to  pay  a fee  and  furnish  their  own  text-books.  They  state 
that  they  receive  more  individual  attention  in  these  schools,  and  that 
the  courses  of  instruction  are  more  closely  adapted  to  their  needs. 

Such  a statement  is  seen  to  be  undoubtedly  true,  if  one  considers 
that  the  majority  of  public  school-teachers  are  regularly  employed 
in  the  day  schools  and  naturally  use  the  methods  and  texts  prescribed 
for  day  students.  Private  educational  institutions  which  are  avail- 
able to  these  apprentices  are  usually  open  only  nights,  and  have  a 
56560—08 6 


82 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


special  corps  of  teachers  selected  from  the  various  factories.  While 
this  is  done  for  the  sake  of  economy,  as  no  institution  could  afford 
to  pay  a teacher  at  the  rate  of  a full  day’s  work  for  a few  hours  in 
an  evening,  it  serves  a pedagogical  and  industrial  purpose  by  pro- 
viding competent  men  who  are  fully  alive  to  the  requirements  of 
modern  industry. 

It  is  but  a question  of  time  before  public  evening  schools  will  offer 
opportunity  for  all  classes  of  workers.  Much  of  the  instruction  at 
the  present  time  is  adjusted  to  meet  the  needs  of  the  commercial  class. 
The  time  must  come  when  the  facilities  of  our  manual  training  high 
schools  and  technical  schools  will  be  open  to  the  apprentices  of  the 
community.  The  excellent  example  of  the  Springfield  Technical 
High  School  in  throwing  open  its  doors  to  the  mechanics  of  the  city, 
whereby  they  can  use  the  shops  and  drawing  room,  is  worthy  of  emu- 
lation by  other  cities.  The  well-equipped  Stuyvesant  Technical  High 
School  in  New  York  City  will  be  open  soon  to  the  mechanics  of  the 
city.  Other  cities  are  contemplating  a similar  course.  In  this  way 
whatever  evils  result  from  shop  specialization  can  be  met. 

A differentiation  in  the  teaching  of  the  various  subjects  will  even- 
tually come  about.  In  the  German  continuation  schools  one  finds 
that  there  is  “ arithmetic  for  the  machinist,”  “ arithmetic  for  the  car- 
penter,” “ chemistry  for  the  textile  worker,”  etc.  There  is  no  reason 
why  a group  of  75  apprentices  now  divided  into  three  sections  in  our 
public  evening  schools  without  regard  to  occupation  should  not  be 
formed  into  the  same  number  of  sections,  but  with  each  section  made 
up  of  men  in  allied  trades.  Moreover,  the  teacher  could  be  selected 
for  his  knowledge  of  that  particular  phase  of  the  subject  which  his 
section  was  concerned  with.  It  would  not  cost  the  school  department 
any  more  to  employ  a man  outside  the  corps  of  regular  teachers,  and 
the  result  would  be  more  efficient  service. 

The  varied  experiences  of  manufacturers  under  the  different  types 
of  apprenticeship  which  have  been  described  lead  to  certain  general 
considerations  and  conclusions  regarding  the  relation  of  apprentice- 
ship systems  to  general  industrial  education,  including  of  course  in 
the  latter  term  trade  schools. 

Facts  that  have  been  given  prove  without  question  that  the  appren- 
ticeship system,  as  is  the  case  with  trade  schools  and  the  more  general 
industrial  schools,  is  designed  to  train  for  a trade  and  to  develop  the 
mind.  Thus  the  aim  and  purpose  of  all  three  methods  are  the  same, 
each  to  be  applied  and  developed  in  accordance  with  the  conditions 
of  industry  and  the  opportunity  of  securing  pupils  or  apprentices. 

The  facts  also  show  conclusively  that  it  can  not  be  assumed  that  a 
trade  or  industrial  school  of  some  kind  is  the  only  agency  by  which 
an  increased  amount  of  skill  can  be  obtained  or  secured.  In  the 
opinion  of  all  educators  who  are  advocating  some  system  of  education 


GENERAL  CONSIDERATIONS  AND  CONCLUSIONS. 


83 


by  which  there  shall  be  secured  this  increased  amount  of  skill,  the 
apprenticeship  system  in  its  modern  form  must  be  reckoned  with  as 
a powerful  element.  The  apprenticeship  trade  school  and  the  half 
time  trade  school  should  not  be  neglected. 

The  main  difference  between  these  types  of  school  and  the  general 
apprenticeship  system  of  the  better  order  lies  in  the  former  placing 
upon  a separate  department  of  industrial  organization  the  duty  of 
training  apprentices  in  those  features  of  a trade  which  can  be  best 
taught  in  a school.  There  are  nearly  as  many  expressions  of  these 
types  of  school  as  there  are  firms  or  industries  in  which  an  attempt  is 
made  to  conduct  them.  These  schools  approach  closely  the  supposed 
purpose  of  trade  schools,  and  are  at  the  same  time  closely  allied  to 
the  apprenticeship  system  for  two  reasons:  (1)  in  some  cases  they 
bear  a direct  relation  to  an  apprenticeship  system,  as  in  the  case  of 
the  North  End  Union,  where  one  year  is  deducted  from  the  regular 
indenture  of  the  boy  who  attends  the  school;  (2)  because  in  other 
cases  they  are  carried  on  by  the  concern  itself  as  a part  of  the  regular 
apprenticeship  system. 

The  main  difference  between  the  public  trade  school  and  the  schools 
that  have  been  described  is  that  the  first  is  initiated  by  the  public 
and  may  bear  but  little  relation  to  the  specific  needs  of  employers,  and 
may  also  have  little  direct  supervision  by  them,  while  the  second 
depend  upon  the  initiative  and  oversight  of  the  employing  class.  This 
class  does  not  delegate  its  duties  and  attempt  to  place  the  responsi- 
bility of  training  efficient  workmen  upon  the  public.  The  advocates 
of  these  schools  claim  that  it  is  not  possible  to  teach  trades  well  with- 
out virtually  carrying  on  the  business  which  each  trade  represents. 
Furthermore,  they  solve  the  perplexing  questions  raised  by  trade 
unions,  whether  trades  should  be  taught  to  others  than  those  already 
actually  at  work  in  the  trades  represented. 

The  North  End  Union  School,  an  account  of  which  has  already 
been  given,  is  an  illustration  of  one  kind  which  has  a definite  con- 
nection with  the  practical  work  outside  of  the  school,  even  before  the 
school  instruction  has  commenced.  It  is  a very  marked  example  of 
the  connection  which  may  exist  between  school  authorities  and  the 
employing  class.  It  is  unique  in  that  a number  of  employers  are 
interested.  It  is  the  training  room  for  a number  of  printing  offices, 
and  is  devoted  to  a single  idea — a school  of  printing.  But  the  prin- 
ciple of  this  school  might  be  easily  applied  in  other  trades.  It  is  a 
type  of  school  for  communities  where  there  are  many  small  concerns 
in  the  same  line  of  work. 

The  Ludlow  Textile  School  is  of  another  order,  embodying,  how- 
ever, the  same  general  principles.  It  is  controlled  by  one  set  of  em- 
ployers; it  is  an  excellent  illustration  of  the  half-time  school,  and 
deals  with  a class  of  people  who  would  never  be  encouraged  to  enter 


84 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


a trade  school  where  no  opportunity  was  given  to  earn  while  learn- 
ing. Again,  the  composition  of  the  population  at  the  Ludlow  works 
must  be  considered,  they  being  largely  Poles,  Italians,  etc.  The 
school  is  of  a type  for  an  isolated  factory  village  having  a large 
number  of  workers  all  engaged  in  one  industry,  and  that  of  such  a 
nature  that  a general  textile  school  like  those  at  Lowell  and  Philadel- 
phia would  not  serve  its  ends. 

Still  another  type,  yet  embodying  some  of  the  essential  principles 
under  discussion,  is  exemplified  in  the  school  of  R.  Hoe  & Co.,  al- 
ready described  in  detail;  this  school  is  conducted  at  the  expense 
of  the  company,  but  after  working  hours ; or  perhaps  more  accurately 
stated,  the  apprentices  stop  work  at  5 o’clock,  wash  up,  have  a lit- 
tle supper  provided  at  the  company’s  expense,  then  go  to  the  school 
room,  and  for  an  hour  and  a half  study  those  subjects  which  fit  them 
to  become  expert  machinists. 

Educators  can  learn  much  from  these  three  experiments.  While 
the  apprenticeship  system,  or  the  several  systems,  have  a direct  bear- 
ing upon  industrial  education,  broadly  speaking,  there  are  some  dis- 
advantages as  well  as  the  great  advantages  that  have  been  specified. 
Among  the  disadvantages  there  may  be  considered  the  following: 

(1)  Boys  are  hired  by  the  employment  department  and  not  by 
specialists  who  understand  boys.  After  selection,  boys  assigned  to 
shop  foremen  are  too  often  utilized  as  errand  boys,  to  sweep  floors, 
pile  castings,  and  for  other  work  having  no  relation  to  the  processes 
of  manufacture.  It  is  claimed  that  this  is  done  to  “ try  out  ” a boy, 
yet  it  is  for  nothing  more  than  to  test  his  ability  to  “ hang  on,”  his 
neatness,  promptness,  politeness,  etc.  All  these  qualities  could  just 
as  well  be  tested  by  assigning  him  to  definite  bench  or  machine 
work,  or  to  the  tool  room  or  stock  room,  where  he  would  become  fa- 
miliar with  the  stock,  organization,  etc. 

(2)  The  apprenticeship  ideal  and  the  action  of  the  foreman  are 
often  at  cross  purposes.  The  apprentice  desires  to  learn  a trade, 
while  the  foreman  wants  to  cheapen  the  cost  of  production,  and  has 
a tendency  therefore  to  exploit  the  boy.  The  placing  of  boys  under 
the  direct  charge  of  journeymen  and  their  acting  as  helpers  to  men 
who  are  on  piece  work  are  examples  of  this  practice.  The  assign- 
ing of  boys  to  automatic  machinery  and  holding  them  there  from  the 
beginning  of  their  course  discourages  them. 

(3)  In  some  shops  where  the  foremen  and  workmen  are  some- 
what narrow-minded,  the  apprentice  labors  under  an  enormous  dis- 
advantage, in  that  the  workmen  will  not  show  him  or  teach  him 
methods.  Some  of  the  older  men  have  served  their  seven  years,  and 
they  say : “ Let  the  kid  pick  it  up  as  I did.”  In  one  shop  it  was  re- 
lated during  this  investigation  that  a workman,  when  asked  why  he 


GENERAL  CONSIDERATIONS  AND  CONCLUSIONS. 


85 


did  not  show  a young  apprentice  how  to  do  a piece  of  work,  replied, 
“ Do  you  think  I am  a teacher?”  It  would  seem  as  though  it  would 
be  possible  in  every  shop,  no  matter  how  small,  to  place  the  boys  under 
the  best  workmen,  those  who  would  have  the  greatest  interest  in  boys, 
even  if  these  men  were  paid  25  cents  a day  more  for  special  service. 
Of  course  the  systems  that  have  been  described  above  provide  for 
special  instructors,  and  this  sort  of  thing  with  them  is  entirely 
eliminated. 

(4)  In  the  departmental  system  which  prevails  in  very  large 
concerns  to  a considerable  extent,  the  boys  are  apprenticed  to  one 
department  and  can  not  obtain  knowledge  of  any  other.  These 
departments  are  so  large  in  themselves  and  have  so  many  operations 
that  they  can  easily  employ  all  the  capacity  of  a boy  for  the  full 
term  of  his  indenture.  This  is  all  right  as  long  as  the  boy  remains 
in  the  company’s  employ,  but  if  he  leaves  and  does  not  enter  a 
competing  company  dealing  in  the  same  product  he  finds  his  being 
unsuited  for  general  work  a bar  to  further  employment. 

Some  of  the  specific  advantages  and  disadvantages  of  apprentice- 
ship training  and  trade  school  training  have  been  very  briefly  but 
positively  summarized  by  a writer  in  The  Apprenticeship  Bulletin, 
published  by  the  North  End  Union,  Boston,  Mass.,  for  March  1907. 
They  are  brought  in  here  because  this  work  is  an  advocate  of 
trade  schools  and  modern  indenture  apprenticeship,  and  the  state- 
ments are  perfectly  fair-minded.  Some  of  the  reasons  why  a trade 
school  can  render  better  service  than  the  shop  in  developing  a com- 
petent compositor  are  stated  to  be:  (1)  The  school  can  help  to  make 
a profitable  workman  in  a shorter  time  by  giving  him  at  once,  under 
instruction,  legitimate  shop  practice  in  the  work  of  the  trade,  while 
in  the  shop  a period  of  weeks,  usually  months,  is  devoted  to  sweep- 
ing, running  errands,  and  similar  work,  and  there  is  little  or  no 
opportunity  given  to  practice  the  work  of  the  trade.  (2)  The  school 
can  give  a series  of  graded  lessons,  general  and  fundamental,  upon 
which  other  work  may  be  based  and  further  efficiency  more  certainly 
developed,  while  in  the  shop  there  is  no  sequence  in  the  kinds  of 
work  given  to  the  learner,  in  that  it  is  all  alike  routine  work,  or  it 
is  all  so  radically  unlike  to  his  untrained  mind  that  he  gets  lost  and 
flounders  around  in  a maze  of  uncertainty.  (3)  The  school  can 
give  the  opportunity  to  do  a task  over  and  over  again  until  it  is  done 
right,  the  opportunity  to  study  each  problem  closely  and  deliberately, 
while  in  the  shop  there  can  be  little  or  no  chance  to  try  again.  The 
work  must  be  thrown  away  or  allowed  to  go  imperfect.  (4)  The 
school  can  give  a broader,  more  intelligent  idea  of  the  relation  of 
parts  to  the  whole.  Where  there  is  an  opportunity  to  practice  all 
the  usual  operations  of  production,  the  beginner  learns  the  depend- 


86 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


ence  of  each  part  upon  the  others.  When  he  locks  up  a form  on 
the  stone  he  learns  why  it  is  important  that  the  composition  in  the 
stick  or  on  the  galley  should  be  accurately  justified.  When  he  puts 
a form  on  the  press  he  learns  why  the  work  on  the  stone  should  be 
done  so  that  the  lock-up  is  firm  and  square.  In  the  shop,  on  the 
other  hand,  the  tendency  to  make  him  do  one  thing  may  permit  him 
to  become  a tolerably  good  workman,  but  he  is  helpless  in  emer- 
gencies and  can  not  grasp  any  unusual  problem.  (5)  In  the  school 
the  instruction  is  direct  and  personal,  given  by  one  who  is  selected 
not  only  because  of  his  superior  qualities  as  a craftsman,  but  because 
of  his  ability  to  teach.  In  the  shop  the  instruction  is  haphazard 
and  accidental,  given  by  a foreman  who  is  already  harassed  by  a 
multiplicity  of  details,  not  to  mention  his  temptation  to  exploit  the 
boy  for  the  sake  of  profit  toJiis  department. 

The  same  writer  gives  a few  reasons  why  the  school  can  never  take 
the  place  of  the  shop.  The  shop  emphasizes  the  value  of  time,  on 
which  cost  of  production  is  based.  A clear  perception  of  how  a 
piece  of  work  should  be  done  is  necessary  at  the  outset  in  order  to 
avoid  waste  of  time  and  a consequent  money  loss.  Also  while  a 
degree  of  skill  and  efficiency  can  be  acquired  in  a school,  it  needs  the 
incentive  of  the  commercial  demands  of  the  shop  to  develop  them 
to  a higher  degree.  The  writer  closes  by  saying  that  on  the  whole 
the  shop  gives  opportunities  of  putting  into  practice  the  principles 
which  have  been  learned  in  the  school. 

These  points  are  apropos  not  only  to  the  printing  trade,  but  to  all 
others,  and  the  wisdom  of  the  reasons  for  and  against  any  particular 
form  of  trade  education,  must  appeal  to  all  who  are  looking  for  the 
best  results  of  industrial  training.  With  a wise  coordination  all 
these  various  elements  lead  to  the  most  satisfactory  results.  It  is  too 
late  to  advocate  any  particular  form  of  industrial  education  as  the 
only  one.  As  already  intimated,  the  point  should  be  emphasized 
in  closing  this  study,  that  the  broad-minded  educator  on  industrial 
lines  must  reckon  with  them  all  if  he  hopes  to  win  the  public,  or 
gain  the  great  objects  sought  both  by  educators  and  by  manufac- 
turers. Narrowness,  jealousy  of  systems,  special  advocacy  of  one 
or  the  other  are  prejudicial. 

The  advocates  of  the  trade  school  pure  and  simple  must  be  broad 
enough  to  see  the  benefit  of  the  wider  industrial  training,  and  the 
advocates  of  this  kind  of  training  must  acknowledge  the  great  results 
secured  by  trade  schools  and  by  a modernized  up-to-date  apprentice- 
ship system. 


LIST  OF  REFERENCES  RELATING  TO  THE  EDUCATION  OF 

APPRENTICES.0 


Albertson,  Ralph.  The  decay  of  apprenticeship  and  corporation  schools.  Chari- 
ties and  The  Commons,  19 : 814-20,  October  5,  1907.  illus. 

Banes,  Charles  H.  Manual  training  and  apprenticeship  schools  in  1890.  Phila- 
delphia, George  H.  Buchanan  and  co.,  1890.  81  p.  8° 

Barter,  Frank.  Training  apprentices.  Cassier’s  magazine,  21 : 16-21,  November 
1901. 

Becker,  O.  M.  Modern  adaptation  of  the  apprenticeship  system.  Engineering 
magazine,  32:  169-76,  November  1906. 

Systems  by  representative  American  employers. 

Modern  adaptations  of  the  apprenticeship  system.  Engineering  magazine, 

32  : 321-38,  December  1906.  illus. 

Burk,  Addison  B.  Apprenticeship  as  it  was  and  is,  with  some  suggestions  about 
industrial  schools  for  the  training  of  workmen.  Philadelphia,  Philadel- 
phia social  science  association  [1882?]  26  p.  8° 

Burlingame,  Luther  D.  An  example  of  the  modern  development  of  the  appren- 
ticeship system.  Engineering  magazine,  26:  511-19,  January  1904. 

The  author  is  chief  draftsman  of  the  Brown  and  Sharpe  manufacturing  com- 
pany, Providence,  R.  I. 

The  apprenticeship  system  in  America.  Its  relation  to  trade  schools  and 

the  influence  of  each  on  American  exports.  Cassier’s  magazine,  31 : 72-77, 
November  1906. 

Cardullo,  Forrest  E.  Apprenticeship  and  industrial  education.  American  ma- 
chinist, 29-1 : 244-46,  February  22,  1906. 

Carlton,  Frank  T.  The  apprenticeship  question  in  America.  Cassier’s  magazine, 
27  : 499-501,  April  1905. 

Function  of  the  school  in  the  training  of  apprentices.  School  review,  12 : 

631-34,  October  1904. 

Cherouny,  Henry  W.  The  burial  of  the  apprentice  . . . New  York,  The  Cherouny 
printing  & publishing  co.,  1900.  193  p.  8° 

Goss,  William  Freeman  Myrick.  Graduate  apprentices.  Engineering  magazine, 
27:  257-59,  May  1904. 

Hampson,  Thomas.  The  apprenticeship  question  and  industrial  schools.  In 
National  education  association.  Journal  of  proceedings  and  addresses, 
1885.  New  York,  1886,  p.  151-59. 

Hayward,  John  A.  Apprenticeship  schools  for  the  young  . . . Washington, 
Gibson  bros.,  printers,  1887.  11  p.  8° 

MacArthur,  Arthur:  Apprenticeship.  In  his  Education  in  its  relation  to 

manual  industry.  New  York,  1884,  p.  178-95. 

° Prepared  in  the  Library  of  the  Bureau  of  Education. 

87 


88 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


Mack,  John  G.  D.  Trades  training  for  non-technically  educated  men.  In  So- 
ciety for  the  promotion  of  engineering  education.  Proceedings,  1901.  p. 
310-20  (29) 

Summer  school  for  apprentices  and  artisans,  at  the  University  of  Wisconsin. 

Massachusetts.  Board  of  statistics  of  labor.  The  apprenticeship  system.  In  its 
Thirty-seventh  annual  report,  January  1907.  p.  1-86. 

[Separate]  Boston,  Wright  & Potter  printing  co.,  1906.  86  p.  8° 

Minnesota.  Bureau  of  labor  statistics.  The  apprentice  system.  In  its  Fourth 
biennia]  report,  1894.  St.  Paul,  Pioneer  press,  1895.  p.  126-382. 

Parks,  E.  H.  The  question  of  apprentices : How  it  is  solved  in  the  United 
States.  Cassier’s  magazine,  23 : 199-201,  November  1902. 

Editorial,  with  forms  of  indentures,  p.  201-204. 

Paterson,  Robert.  Instruction  of  apprentices.  Engineering  magazine,  26 : 
438-40,  December  1903. 

Rawson,  S.  G.  The  Nation,  the  apprentice,  and  the  polytechnic.  Contemporary 
review,  80 : 584-98,  October  1901. 

Reynolds,  J.  H.  Technical  training  of  the  schools  as  a substitute  for  ap- 
prenticeship. London,  1895.  15  p.  8° 

Schurz,  Carl.  Technical  instruction  versus  apprenticeship  . . . New  York,  1886. 

18  p.  16° 

Stratton,  George  Frederick  (Carling,  George,  pseud.)  A rising  industrial  prob- 
lem ; the  new  apprenticeship.  Engineering  magazine,  34 : 401-13,  Decem- 
ber 1907. 

Thompson,  Langdon  S.  Decay  of  apprenticeship;  its  cause  and  remedies.  In 
National  education  association.  Journal  of  proceedings  and  addresses, 
1881,  p.  246-51. 

Thompson,  Silvanus  Phillips.  The  apprenticeship  of  the  future.  American 
architect,  8:  148-50,  162-63,  September  25,  October  2,  1880.  Also  in 
Contemporary  review,  3S : 472-85,  September  1880. 

Apprenticeship : Scientific  and  unscientific.  Society  of  arts.  Journal, 

28 : 34^42,  December  5,  1879. 

Discussion,  p.  42-47. 

Technical  education : Apprenticeship.  London,  1879.  56  p.  8° 

Thurston,  Robert  Henry.  Apprenticeship  question.  Science,  n.  s.  5 : 299-300, 
February  19,  1897. 

Trade  apprentices  in  public  schools.  World’s  work,  5 : 3366-67,  April  1903. 

Weyl,  Walter  E.,  and  Sakolski,  A.  M.  Conditions  of  entrance  to  the  principal 
trades.  In  United  States.  Bureau  of  labor.  Bulletin  no.  67,  November 
1906,  p.  681-780. 


APPRENTICESHIP  LAWS. 

France. 

Decret  du  17  mars  1888,  portant  reglement  d’administration  publique  sur  les 
ecoles  manuelles  d’apprentissage.  In  Ministere  de  l’instruction  publique 
et  des  beaux-arts.  Classement  general  des  £coles  primaires  publiques 
. . . Paris,  Imprimerie  nationale,  1888.  p.  45-52  (Musee  pedagogique. 
M6moires  et  documents  scolaires.  no.  70) 


LIST  OF  REFERENCES. 


89 


Germany. 

Hoffman,  F.  Die  organisation  des  handwerks  und  die  regelung  des  lehrlings- 
wesens  anf  grund  des  reichsgesetzes  vom  26.  Juli,  1897.  Berlin,  C.  Heli- 
mann,  1902.  viii,  383  s.  3.  aufl. 

Keil,  K.  Die  neuordnung  des  handwerker-  und  lehrlingswesens.  Fine  gemein 
verstiindliche  darstellung  der  vom  geltenden  rechte  abweichenden  vor- 
schriften  des  reichsgesetzes,  betreffend  die  abanderung  der  gewerbeord 
nung  vom  26.  Juli,  1897.  Leipzig,  E.  Avenarius.  xvi,  120  s.  8° 

Great  Britain. 

Austin,  E.  Law  relating  to  apprentices.  London,  1890.  216  p.  8° 

United  States. 

United  States.  Commissioner  of  labor.  Digest  of  apprentice  laws.  Special 
report,  Washington,  1904.  p.  13-30. 

INDENTURES. 

[Forms  of  indentures]  Cassier’s  magazine,  23:  201-204,  November  1902. 

Editorial,  following  article  by  E.  H.  Parks. 

Bache,  Alexander  Dallas.  Regulations  of  Heriot’s  Hospital  [Edinburgh,  Scot- 
land; for  the  apprenticeship  of  pupils  leaving  school]  In  his  Report  on 
education  in  Europe  to  the  Trustees  of  the  Girard  college  for  orphans. 
Philadelphia,  1839.  p.  644-45. 

TRADES  UNIONS  AND  APPRENTICESHIP. 

Bemis,  Edward  Webster.  Relation  of  labor  organizations  to  the  American  boy 
and  to  trade  instruction.  American  academy  of  political  and  social  sci- 
ence. Annals,  5 : 209-41,  September  1894. 

Relation  of  trades  unions  to  apprentices.  Quarterly  journal  of  economics, 

6:  76-93,  October  1891. 

Motley,  James  M.  Apprenticeship -in  American  trade  unions.  Baltimore,  Johns 
Hopkins  press,  November-December  1905.  122  p.  8°  (Johns  Hopkins 

university  studies  in  historical  and  political  science.  Series  xxv,  nos. 
11-12) 

APPRENTICESHIP  OF  GIRLS. 

Garsault,  T.  Ecole  d’apprentissage  de  lilies.  In  his  Histoire  de  l’enseignement 
primaire  au  Havre  . . . Havre,  1889,  p.  392-441. 

[Oakeshott,  Mrs.]  The  ecoles  prof essionnelles  of  Paris  (For  girls)  In  London. 
County  council.  The  apprenticeship  question.  Report  of  the  section  of 
the  education  committee  appointed  to  consider  the  question  of  apprentice- 
ships. [London,  1906]  James  Truscott  & son.  p.  40-45. 

EDUCATION  IN  SPECIAL  TRADES. 

Bookbinders. 

Massachusetts.  Commission  on  industrial  education.  Industrial  continuation 
schools  for  bookbinders’  apprentices.  Munich.  Boston,  Wright  & Potter 
printing  co.,  1907.  11  p.  8°  (Bulletin  no.  5) 


90 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


Building  trades. 

Sikes,  George  C.  Apprentice  system  in  the  building  trades.  Journal  of  political 
economy,  2 : 397-423,  June  1894. 

Electrical  engineers. 

Downton,  Charles  Edward.  The  training  of  apprentices  in  an  engineering 
works.  Engineering  magazine,  26 : 380-89,  December  1903.  illus. 

Westinghouse  electric  and  manufacturing  company. 

School  for  apprentices  of  the  General  electric  company,  Lynn,  Massachusetts. 
Engineering  magazine,  32 : 625-28,  January  1907. 

Stratton,  George  Frederick  (Carling,  George,  pseud.)  The  improvement  of 
opportunity  for  the  young  workman.  Engineering  magazine,  33 : 774-79, 
August  1907. 

Foundrymen. 

Kreuzpointer,  Paul.  What  can  our  schools  do  for  our  foundry  apprentices? 
American  foundrymen’s  association.  Journal,  10 : 141-53,  February  1902. 

Lane,  H.  M.  Making  a moulder.  American  machinist,  28-2:  130-32,  July  27, 
1905. 

Plan  for  a school  for  foundry  apprentices. 

Gardeners. 

Massachusetts.  Commission  on  industrial  education.  Industrial  continuation 
schools  for  gardeners’  apprentices.  Munich.  Boston,  Wright  & Potter 
printing  co.,  1907.  6 p.  8°  (Bulletin  no.  6) 

Jewelers. 

Massachusetts.  Commission  on  industrial  education.  Industrial  continuation 
schools  for  jewelers’  and  gold  and  silver  workers’  apprentices.  Munich. 
Boston,  Wright  & Potter  printing  co.,  1907.  12  p.  8°  (Bulletin  no.  1) 

Mechanical  engineers. 

Apprenticeship  in  machine  construction.  Engineering  magazine,  12 : 852,  Febru- 
ary 1897. 

Brocklehurst,  Frederick.  What  Manchester  is  doing  for  engineering  appren- 
tices. Engineering  magazine,  33 : 247-54,  May  1904. 

Estep,  H.  Cole.  The  technical  student  and  the  engineering  apprenticeship 
course.  Engineering  magazine,  27  : 165-69,  May  1907. 

Gates,  Philetus  W.  Apprenticeship  system  of  the  Allis-Chalmers  company. 
Engineering  magazine,  27 : 23-26,  April  1904. 

Massachusetts.  Commission  on  industrial  education.  Industrial  continuation 
schools  for  machinists’  apprentices.  Munich.  Boston,  Wright  & Potter 
printing  co.,  1907.  12  p.  8°  (Bulletin  no.  3) 

Industrial  continuation  schools  for  mechanics’  apprentices.  Munich. 

Boston,  Wright  & Potter  printing  co.,  1907.  15  p.  8°  (Bulletin  no.  4) 

Status  of  apprenticeship  in  the  trades  concerned  with  the  production  of  ma- 
chinery. American  machinist,  19-2:1184-1203,  December  24,  1896. 

One  hundred  and  sixteen  letters  from  representative  machine-building  estab- 
lishments and  railway  shops. 


LIST  OF  REFERENCES. 


91 


Vauclain,  Samuel  M.  The  system  of  apprenticeship  at  the  Baldwin  locomotive 
works.  Engineering  magazine,  27  : 321-33,  June  lOO-L  illus. 

Printers. 

[Hoe  apprenticeship  school]  A successful  factory  school.  Review  of  reviews, 
34 : 322-23,  September  1906. 

Railroadmen. 

Barnard,  W.  T.  Technical  instruction  in  the  Baltimore  and  Ohio  railroad 
service.  In  his  Service  report  on  technical  education,  with  special  refer- 
ence to  the  Baltimore  and  Ohio  railroad  service.  October  1,  1886.  Bal- 
timore, 1887,  p.  139-68. 

Clarke,  Isaac  Edwards.  The  technological  school  of  the  Baltimore  and  Ohio 
railroad  company.  In  his  Art  and  industry,  Washington,  1898,  pt.  4, 
p.  129-47. 

Exhibits,  p.  147-70. 

Creighton,  G.  W.  Apprenticeship  system  on  the  Pennsylvania  road.  Scientific 
American,  97 : 223,  September  28,  1907. 

Cross,  C.  W.  and  Russell,  W.  B.  Railroad  apprenticeship  system.  Engineering 
magazine,  33:  786-88,  August,  1907. 

Eaton,  J.  Shirley.  Railroad  apprenticeship.  In  United  States.  Bureau  of  edu- 
cation. Report  of  the  Commissioner  for  the  year  1898-99.  v.  1,  p.  907-19. 

Warman,  Cy.  A school  for  railway  apprentices.  World  to-day,  10 : 99-100, 
January,  1906. 

Grand  trunk  railway  system. 

Woodworkers. 

France.  Ministere  du  commerce,  de  l’industrie,  des  postes  et  des  telegra plies. 
Apprentissage  industriel.  Rapport  sur  l’apprentissage  dans  les  industries 
de  l’ameublement.  Paris,  1905.  654  p. 

EDUCATION  IN  FOREIGN  COUNTRIES. 

France. 

France.  Ministere  de  1’instruction  publique  et  des  beaux-arts.  Programmes 
generaux  des  ecoles  manuelles  d’apprentissage.  Paris,  Imprimerie  na- 
tionale,  1888.  24  p.  8°  (Musee  pedagogique.  Memoires  et  documents 

scolaires.  no.  74) 

Ministere  du  commerce,  de  l’industrie,  des  postes  et  des  telegraphes. 

Apprentissage  industriel.  Rapport  sur  l’apprentissage  dans  l’imprimerie, 
1889-1901.  Paris,  Imprimerie  nationale,  1902.  96,  320  p.  8° 

Garsault,  T.  Ecole  d’apprentissage  de  gargons.  In  his  Histoire  de  l’enseigne- 
ment  primaire  au  Havre  . . . Havre,  Imprimerie  du  commerce,  1889. 
p.  347-91. 

Salicis,  G.  Enseignement  primaire  et  apprentissage.  Paris,  Sandoz  & Fisch- 
backer,  1878.  190  p.  2.  ed.  12° 

Thompson,  Silvanus  Phillips.  Apprenticeship  schools  in  France.  London,  Ham- 
ilton, Adams  & co.,  n.  d.  74  p.  8° 

List  of  schools  in  workshops,  p.  13-14. 


92 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


Tolain,  H.  Rapport  sur  la  creation  d’ecoles  d’apprentissage.  Paris,  1883. 

Reprinted  in  Pennsylvania.  Commission  on  industrial  education.  Report 
. . . Harrisburg.  1889,  p.  439-43. 

United  States.  Commissioner  of  labor.  Manual  apprenticeship  schools  ...  In 
his  Eighth  annual  report,  1892.  Industrial  education.  Washington,  Gov- 
ernment printing  office,  1893.  p.  243-65;  275-86. 

Germany. 

Fritzsche,  Gustav.  Ansprachen  bei  lehrlingsaufnahmen,  lehrlingsentlassungen 
und  meisteraufnahmen  der  innungen.  Ein  hilfsbuch  ...  2.  aufl.  Leip- 
zig, Breitkopf  & Hiirtel,  1898.  vi,  85  s.  8° 

[Klemm,  L.  R.]  Education  of  apprentices  in  Central  Europe.  In  Industrial  edu- 
cation in  Germany,  Austria,  and  Switzerland.  United  States.  Bureau 
of  education.  Report  of  the  Commissioner  for  the  year  1895-96.  v.  2, 
p.  1222-31. 

Scheven,  P.  Die  lehrwerkstatte.  Tubingen,  H Laupp,  1894.  xxx,  570,  143  s. 
8° 

Great  Britain. 

Howell,  George.  Trades  unions,  apprentices,  and  technical  education.  Con- 
temporary review,  30:  833-57,  October  1877. 

London.  County  council.  Education  committee  . . . The  apprenticeship  ques- 
tion. Report  . . . London,  Printed  for  the  London  county  council,  1906. 
45  p.  F°  (London.  County  council.)  [Publication  no.  925] 

Parsons,  James.  Apprenticeship.  Society  of  arts.  Journal,  55 : 303-12,  Feb- 
ruary 1,  1907. 

Sanger,  C.  P.  The  fair  number  of  apprentices  in  a trade.  Economic  journal, 
5 : 616-36,  December  1895. 

Stratton,  George  Frederick  (Carling,  George,  pseud.)  London  prentice,  his  con- 
temporaries and  successors.  Oassier’s  magazine,  33 : 621-26,  April  1908. 

T.,  S.  M.  London  ’prentices.  New  monthly  magazine.  (London)  Second 
series,  5 : 172-78.  1822. 

What  should  replace  the  apprenticeship  system?  Saturday  review,  101:227- 
28,  February  24,  1906. 


APPENDIX. 


DIGEST  OF  APPRENTICE  LAWS. a 

In  the  following  digest,  the  apprentice  laws  are  considered  by  States,  the 
statutory  provisions  in  all  States  being  considered  as  nearly  as  possible  in  uni- 
form order  and  not  in  the  order  in  which  they  appear  in  the  statute  books. 

ALABAMA. 

A minor  may  be  bound  out  by  the  parents,  and  when  parents  are  unable  to 
provide  for  his  support,  by  the  probate  judge  of  a county. 

A male  may  be  bound  out  until  he  is  21  and  a female  until  she  is  18  years 
of  age. 

The  master  is  required  to  see  that  the  apprentice  is  taught  his  trade  and  to 
read  and  write,  to  provide  him  with  good  and  wholesome  provisions,  necessary 
clothing,  washing,  lodging,  and  medical  attendance,  and  at  the  expiration  of  the 
term  of  service,  to  furnish  him  with  two  new  suits  of  clothes.  He  may  enforce 
obedience  and  good  behavior  by  such  moderate  corporal  punishment  as  at  com- 
mon law  a father  or  guardian  is  allowed  to  inflict. 

It  is  unlawful  to  entice,  decoy,  or  persuade  an  apprentice  to  leave  the  service 
of  his  master,  to  employ  him,  to  furnish  him  food  or  clothing,  or  to  give  or  sell 
him  ardent  spirits,  without  the  written  consent  of  the  master. 

Source : Code  of  1897,  sections  496  to  507,  5504  to  5509. 

ARKANSAS. 

A minor  may  be  bound  out  by  the  father  with  the  written  consent  of  the 
mother ; by  the  guardian  if  an  orphan  without  sufficient  estate  for  its  mainte- 
nance, and  by  the  mother  if  the  father  is  dead  and  no  guardian  has  been 
appointed.  In  any  case  the  indentures  must  be  approved  by  the  judge  of  the 
county  court.  A minor  may  also  be  bound  out  by  the  judge  of  the  county  court 
in  case  the  parents  have  not  the  means,  or  neglect  to  maintain  said  minor. 

A male  may  be  bound  until  21  and  a female  until  18  years  of  age. 

The  master  is  required  to  teach  the  apprentice  a trade  and  to  send  the  appren- 
tice to  school  at  least  one-fourth  of  his  time  after  he  is  7 years  old,  and  the 
apprentice  must  be  taught  reading,  writing,  and  arithmetic  to  the  rule  of  three, 
inclusive. 

It  is  unlawful  to  entice,  persuade,  or  induce  an  apprentice  to  leave  the  service 
of  the  master  or  to  conceal  him  after  leaving  such  service. 

Source : Digest  of  1894,  sections  249  to  258,  1463,  4950. 

CALIFORNIA. 

A minor  of  14  years  of  age  or  over  may  be  bound  by  his  father,  or  by  his 
mother  or  guardian  in  case  of  the  father’s  death  or  incompetency,  or  where  he 
has  willfully  abandoned  his  family  for  one  year  without  making  suitable  pro- 
vision for  their  support,  or  is  habitually  intemperate  or  is  a vagrant ; by  an 
executor  who  by  the  will  of  the  father  is  directed  to  bring  up  the  child 
to  a trade  or  calling ; by  the  mother  alone  if  the  child  is  illegitimate ; and  by  the 
judge  of  the  superior  court  if  the  minor  is  poor,  homeless,  chargeable  to  the 
county  or  State,  or  an  outcast  who  has  no  visible  means  of  obtaining  an  honest 


“From  Tenth  Special  Report  of  U.  S.  Commissioner  of  Labor  (1904).  An  examination 
of  recent  legislation  has  failed  to  reveal  any  changes  of  importance  to  be  made  in  the 
statutory  provisions  there  given. 


93 


94 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


livelihood.  If  a minor  has  no  parent  or  guardian  competent  to  act  he  may,  with 
the  approval  of  the  superior  court,  bind  himself.  The  minor’s  consent  must  be 
expressed  in  the  indenture  and  testified  to  by  his  signing  the  same. 

A male  may  be  bound  until  21  and  a female  until  18  years  of  age. 

The  master  must  cause  the  apprentice  to  be  taught  reading,  writing,  and  the 
ground  rules  of  arithmetic,  ratio,  and  proportion,  must  give  him  the  requisite 
instruction  in  the  different  branches  of  his  trade,  and,  at  the  expiration  of  his 
term  of  service,  must  give  him  $50  in  gold  and  two  new  suits  of  clothes  to  be 
worth  in  the  aggregate  at  least  $60.  In  all  cases  the  master  must  pay  and  de- 
liver to  the  apprentice  the  money,  clothes,  and  other  property  to  which  he  is 
entitled  under  the  indenture. 

It  is  unlawful  to  entice,  counsel,  or  persuade  an  apprentice  to  run  away,  or  to 
employ,  harbor,  or  conceal  him,  knowing  him  to  be  a runaway.  A master  may 
not  remove  his  apprentice  out  of  the  State,  but  he  may  be  discharged  from  the 
indenture  by  the  superior  court,  if  he  wishes  to  leave  the  State. 

Source : Acts  of  1901,  chapter  157,  sections  51  to  63. 

COLORADO. 

A minor  may  be  bound  out  by  his  father,  or  by  his  mother  or  guardian  if  the 
father  is  dead,  incompetent,  has  willfully  abandoned  his  family  for  six  months 
without  making  suitable  provision  for  their  support,  or  has  become  a habitual 
drunkard ; by  the  mother  alone  if  the  child  is  illegitimate,  but  subsequent  mar- 
riage defeats  her  power  to  bind  a child  during  marriage,  whether  illegitimate 
or  not.  In  the  above  cases  the  consent  of  the  minor,  who  is  over  14  years  of 
age,  is  necessary,  and  must  be  expressed  in  the  indentures  and  testified  to  by 
his  signing  the  same.  A minor  may  also  be  bound  out  by  a superintendent  of 
the  poor  of  the  county  if  either  the  minor  or  his  parents  are,  or  may  be,  charge- 
able to  the  county  or  shall  beg  for  alms ; if  the  parents  are  poor  and  the  father 
a habitual  drunkard,  and  if  the  father  is  dead  and  the  mother  is  of  a bad 
character  or  suffers  the  minor  to  grow  up  in  idleness,  etc.  A minor  may  bind 
himself  if  he  has  no  parents  competent  to  act  and  no  guardian. 

A male  may  be  bound  until  21  years  and  a female  until  18  years  of  age  or 
until  marriage  within  said  age. 

An  apprentice  must  be  taught  his  trade  and  must  be  instructed  in  the  common 
English  branches  of  education,  in  some  public  or  other  school,  at  least  three 
months  in  every  year  until  he  shall  have  arrived  at  the  age  of  14  years,  and 
until  he  shall  have  received  a common  school  education.  He  must  be  furnished 
with  suitable  clothing,  food,  and  attention  in  sickness  and  health.  Upon  the 
expiration  of  his  term  of  service,  the  master  must  furnish  him  a new  Bible,  and 
two  new  suits  of  clothes,  to  be  worth,  respectively,  $15  and  $25. 

A master  may  not  remove  an  apprentice  out  of  the  State,  but  the  court  may 
dissolve  the  indenture  and  again  bind  out  the  child,  if  the  master  wishes  to 
leave  the  State.  The  death  of  the  master  discharges  the  apprenticeship. 

Source : Statutes  of  1891,  chapters  6 and  26. 

CONNECTICUT. 

A minor  may  be  bound  out  by  the  father  or  guardian,  in  which  case  the  con- 
sent of  a minor  who  is  over  14  years  of  age  is  necessary ; this  must  be  expressed 
in  the  indentures  and  testified  to  by  his  signing  the  same.  The  selectmen  of  a 
town  may,  with  the  consent  of  a justice  of  the  peace,  bind  out  the  children  of 
any  person  who,  having  had  relief  from  said  town,  allows  his  children  to  mis- 
spend their  time  and  neglects  to  employ  them  in  some  honest  calling,  and  of 
any  person  who  does  not  provide  competently  for  his  children,  whereby  they 
are  exposed  to  want;  also  any  poor  children  who  live  idly  or  are  exposed  to 
want  and  have  no  one  to  take  care  of  them.  The  trustees  of  the  State  Reform 
School  may,  with  the  consent  of  the  boy  or  his  parents  or  guardian,  bind  out  any 
boy  who  is  committed  to  said  school  during  his  minority.  The  directors  of  the  In- 
dustrial School  for  Girls  may  bind  out  any  girl  committed  to  said  school.  The 
overseers  of  an  Indian  tribe  may,  with  the  consent  of  two  justices  of  the  peace, 
bind  out  children  of  said  tribe  who  are  poor,  idle,  and  unprovided  for.  A 
minor,  when  of  the  age  of  14,  may,  with  the  consent  of  the  selectmen  of  his 
town,  bind  himself  if  he  has  no  father  or  guardian  within  the  State. 

Males  may  be  indentured  as  apprentices  until  21  and  females  until  18  years 
of  age,  or  until  their  marriage  within  that  age.  In  the  case  of  Indian  children, 
males  may  be  indentured  until  18  and  females  until  16  years  of  age,  or  until 


DIGEST  OF  APPRENTICE  LAWS. 


95 


married  within  that  age.  Inmates  of  the  Connecticut  Industrial  School  for 
Girls  may  be  indentured  only  for  the  terms  of  their  commitment. 

It  is  unlawful  to  eloign  or  entice  any  lawfully  bound  minor  from  the  service 
or  custody  of  his  master. 

Source : General  Statutes  of  1902,  sections  1250,  2828,  2829,  2841,  4427,  4684  to 
4690. 

DELAWARE. 

A minor  may  be  bound  out  by  the  father;  by  the  guardian  if  there  be  no 
father  residing  in  the  State;  by  the  mother  if  there  be  no  father  residing  in 
the  State  and  there  is  no  guardian ; by  any  two  trustees  of  the  poor  if  the 
minor  is  living  in  the  almshouse,  and  by  any  two  justices  of  the  peace  acting 
together  if  the  minor  has  no  parents  residing  in  the  State  and  has  not  sufficient 
property  for  his  maintenance,  or  if  his  parents  are  not  able  to  maintain  and 
bring  him  up  to  industry  and  suitable  employment.  A minor  when  of  the  age 
of  14  may  also  bind  himself  if  he  has  no  parents  and  no  guardian  residing  in 
the  State,  and  in  this  case  the  consent  of  a justice  of  the  peace  is  necessary. 

The  term  for  which  apprentices  may  be  bound  is  until  21  years  of  age  in  the 
case  of  males,  and  until  18  years  of  age  in  the  case  of  females.  Immigrants  of 
full  age  may  be  bound  out  for  a period  of  not  more  than  five  years. 

Apprentices  must  be  given  a reasonable  education  in  reading  and  writing,  and 
must  be  furnished  with  proper  support  and  clothing.  Upon  the  expiration  of 
the  term  of  service  the  master  must  provide  his  apprentice  with  two  new  suits 
of  clothing.  The  master  has  power  to  enforce  obedience  and  good  behavior  by 
moderate  correction  and  by  suitable  and  sufficient  means. 

It  is  unlawful  knowingly  to  harbor,  conceal,  or  employ  an  apprentice  who  has 
run  away  from  service;  to  deal  with  an  apprentice  without  the  consent  of  his 
master,  or  knowingly  to  encourage  him  to  disobey  his  master’s  lawful  orders  or 
to  neglect  his  business.  An  apprentice  may  be  assigned  from  person  to  person 
by  assignment  executed  under  seal  by  both  assignor  and  assignee,  with  the 
approbation  of  any  judge  of  the  State  or  any  two  justices  of  the  peace,  whose 
approval  must  appear  on  the  assignment,  if  bound  to  a person  and  his  executors, 
administrators,  and  assigns.  An  assignee,  executor,  or  administrator  must 
take  a minor  upon  the  terms  of  the  original  agreement  and  be  liable  for  all 
unperformed  covenants. 

Source:  Revised  Code,  edition  of  1893,  chapter  79. 

DISTRICT  OF  COLUMBIA. 

A minor  child  may  be  bound  as  an  apprentice  by  his  guardian ; or,  if  he  has 
none,  by  his  father ; or  if  he  has  neither  father  nor  guardian,  by  his  mother, 
with  the  consent,  entered  of  record,  of  the  probate  court,  or  without  such  con- 
sent if  the  minor,  being  14  years  of  age,  agree  in  writing  to  be  so  bound.  The 
probate  court  may  bind  out  an  orphan  child  or  any  child  abandoned  by  its 
parents  or  guardian ; any  child  of  habitually  drunken,  vicious,  or  unfit  parents, 
when  such  child  is  not  in  the  custody  of  a person  who  is  providing  for  its  main- 
tenance and  education ; also  any  child  habitually  begging  or  kept  in  vicious  or 
immoral  associations. 

The  utmost  term  of  apprenticeship  is  until  the  apprentice  attains  the  age  of 
21  if  a boy,  and  18  if  a girl.  The  term  of  a child  bound  out  by  the  probate  court 
is  in  the  discretion  of  the  court. 

The  master  is  required  to  teach  the  apprentice  a trade,  and  also  reading, 
writing,  and  common  arithmetic;  to  supply  him  with  suitable  clothing  and 
maintenance,  and  to  pay  such  amount,  if  any,  as  may  be  agreed  upon  in  the 
contract. 

It  is  unlawful  for  any  person  to  conceal,  harbor,  or  facilitate  the  running 
away  of  an  apprentice,  or  for  a master,  except  in  the  case  of  mariners,  to  send 
or  carry  his  apprentice  out  of  the  District.  The  contract  of  apprenticeship 
may,  with  the  approbation  of  the  court,  be  assigned  by  the  master,  or  after  his 
death  by  his  personal  representatives  on  such  terms  as  the  court  may  prescribe. 

Source : Code  of  1901,  sections  173,  402  to  411. 

FLORIDA. 

A minor  may  be  bound  out  by  any  court  or  by  a guardian.  If  the  minor  is 
under  16  years  of  age  the  approval  of  the  judge  of  the  county  court  of  the 
county  of  which  his  parent  or  guardian  is  a resident  is  necessary,  and  if  said 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


96 

minor  is  of  the  age  of  16  or  over,  his  own  assent,  evidenced  by  his  signature  to 
the  indentures,  is  required.  Poor  orphans,  without  estate  sufficient  for  their 
maintenance  out  of  the  profits,  shall  be  bound  out  by  order  of  the  judge  of  the 
county  court.  When  a person  having  control  of  a child  under  16  years  of  age 
is  adjudged  a vagrant,  said  child  shall  be  bound  out  by  the  court  rendering  the 
judgment.  When  a person  applies  to  be  placed  on  the  pauper  list  of  a county, 
the  board  of  county  commissioners,  in  granting  said  application,  may  in  their 
discretion  require  that  the  children  of  such  applicant  under  the  age  of  16  be 
bound  out.  When  a child  under  the  age  of  16  is  abandoned  by  the  father,  who 
fails  to  provide  it  with  support  and  maintenance,  it  may  be  bound  out  by  the 
judge  of  the  county  court,  but  not  without  the  assent  of  the  mother,  unless  she 
is  unable  or  neglects  to  provide  for  its  support  and  maintenance. 

Male  apprentices  may  be  bound  until  they  arrive  at  the  age  of  21  and  females 
at  the  age  of  18  years. 

The  master  is  required  to  teach  the  apprentice,  in  addition  to  his  trade,  the 
elements  of  reading,  writing,  and  arithmetic.  He  must  give  the  apprentice  a new 
suit  of  clothes,  shoes,  and  a blanket  immediately  upon  the  expiration  of  the  term. 

It  is  unlawful  for  any  parent,  guardian,  or  other  person  to  entice,  take,  carry 
away,  or  harbor  a child  duly  apprenticed  to  another,  or  to  cause  the  same  to  be 
done. 

Source:  Revised  Statutes  of  1891,  sections  2112  to  2116,  2404. 

GEORGIA. 

Minors  may  be  bound  out  by  their  parents,  and  those  whose  parents  are  dead 
or  residing  out  of  the  county  and  whose  estates  yield  profits  insufficient  for 
support  and  maintenance,  or  those  whose  parents,  from  age,  infirmity,  or  poverty, 
are  unable  to  support  them,  shall  be  bound  out  by  the  judge  of  the  county  court 
or  the  ordinary. 

Minors  may  be  bound  out  until  they  are  21  years  of  age,  or  for  a stated  period. 
A person  of  full  age  may  bind  himself  for  a valuable  consideration  for  a limited 
number  of  years,  not  exceeding  five. 

It  is  the  duty  of  the  master,  in  addition  to  teaching  the  apprentice  a trade,  to 
teach  him  to  read  English,  to  furnish  him  with  protection,  wholesome  food,  suit- 
able clothing,  necessary  medicine  and  medical  attendance,  and  to  teach  him 
habits  of  industry,  honesty,  and  morality.  The  master  is  permitted  to  use  any 
such  degree  of  force  to  compel  obedience  as  a father  may  use  with  a minor  child. 
At  the  expiration  of  the  term  of  service  the  master  must  give  the  apprentice  a 
small  allowance  with  which  to  begin  life,  the  amount  to  be  left  to  the  master's 
generosity.  If  he  offers  less  than  $100,  the  apprentice  may  decline  it,  and  cite 
the  master  before  the  judge  of  the  county  court  or  the  ordinary,  who,  after  a 
hearing,  fixes  the  sum  to  be  paid. 

The  master  has  a right  of  action  against  any  other  person  who,  after  notice, 
employs  his  apprentice. 

Source:  Code  of  1895,  Volume  II,  sections  2542,  2598  to  2609;  Volume  III, 
sections  119  to  122. 


ILLINOIS. 

Only  a minor  under  the  age  of  16  years  may  be  bound  out  as  an  apprentice. 
Such  a minor  may  be  bound  out  by  the  father  with  the  consent  of  the  mother, 
or,  in  case  of  her  death,  habitual  drunkenness,  prostitution,  imprisonment  in 
the  penitentiary,  incapacity,  or  willful  desertion  of  the  family  for  six  months, 
without  her  consent ; by  the  mother,  in  case  of  the  death,  habitual  drunkenness, 
imprisonment  in  the  penitentiary,  or  incapacity  of  the  father,  and  by  the 
guardian  in  case  neither  father  nor  mother  is  living  and  free  from  above  objec- 
tions. An  illegitimate  minor  may  be  bound  by  his  or  her  mother.  A minor 
may  also  be  bound  out  by  the  executor  or  executors  who  are  directed  by  the 
father’s  last  will  and  testament  to  bring  the  child  up  to  some  trade  or  calling.  A 
minor  who  habitually  begs  for  alms,  who  is  or  whose  parents  are  chargeable 
to  the  county  or  town,  or  who  is  supported  in  whole  or  in  part  at  the  charge 
of  the  county  or  town,  may  be  bound  out  by  the  county  board  or  overseers  of 
the  poor,  as  the  case  may  be,  with  the  approval  of  the  judge  of  the  county  or 
circuit  court.  A boy  committed  to  a training  school  for  boys,  or  a girl  committed 
to  a girls’  industrial  school  or  to  the  State  Home  for  Juvenile  Female  Offenders, 
may  be  bound  out  by  the  officers  of  said  institution. 

Apprentices  may  be  bound  out  until  they  arrive  at  the  age  of  16  years. 


DIGEST  OF  APPRENTICE  LAWS. 


97 


An  apprentice  must  be  taught  reading,  writing,  and  the  ground  rules  of 
arithmetic.  Upon  completing  the  apprenticeship  the  master  must  give  the 
apprentice  a new  Bible,  two  complete  suits  of  wearing  apparel  suitable  to  the 
condition  in  life  of  the  apprentice,  and  $20  in  money.  The  above  must  be  given 
only  in  case  the  apprentice  has  served  one  year  or  more,  and  they  must  be 
secured  to  and  for  the  sole  use  and  benefit  of  the  apprentice. 

It  is  unlawful  for  any  person  to  counsel,  persuade,  or  entice  an  apprentice  to 
run  away  or  absent  himself  from  the  service  of  his  master,  or  for  an  apprentice 
to  rebel  against  or  assault  his  master.  The  master  may  not  remove  an  appren- 
tice out  of  the  State  without  the  consent  of  the  county  court.  The  death  of  the 
master  discharges  the  apprenticeship. 

Source:  Annotated  Statutes  of  1896,  chapter  9,  sections  1 to  19;  chapter  23, 
sections  121,  135,  136. 

INDIANA. 

A minor  may  be  bound  out  by  the  father ; by  the  mother,  if  there  be  no  father, 
or  if  he  be  incompetent ; by  the  guardian,  if  there  be  neither  father  nor  mother. 
If  the  minor  is  over  14  years  of  age  his  consent  is  necessary,  and  must  be  ex- 
pressed in  the  indentures  and  attested  by  his  signature.  The  overseers  of  the 
poor  (township  trustees)  may,  with  the  consent  of  the  county  judge,  indorsed 
on  indentures,  bind  out  the  child  of  any  pauper  supported  in  whole  or  in  part  by 
the  county,  and  any  child  whose  parents  abandon  or  neglect  or  are  unable  to 
support  it.  They  may  also  bind  out  a child  having  neither  father,  mother,  nor 
guardian,  and  having  no  sufficient  means  of  support  or  education ; and  any  white 
child  taken  from  any  asylum  in  any  other  State  and  brought  into  the  State  of 
Indiana  to  be  bound.  Children  so  bound  out  by  the  overseers  of  the  poor  must 
be  under  16  years  of  age.  The  superintendents  of  county  asylums  may  bind  out 
such  poor  children  as  from  time  to  time  fall  under  their  care  and  charge.  The 
board  of  children’s  guardians  of  a county  may,  by  leave  of  the  circuit  court  of 
the  county,  bind  out  children  abandoned,  neglected,  or  cruelly  treated  by  their 
parents ; children  begging  on  the  streets ; children  of  habitually  drunken  or 
vicious  or  unfit  parents ; children  kept  in  vicious  or  immoral  associations ; chil- 
dren known  by  their  life  and  language  to  be  vicious  and  incorrigible,  and  juve- 
nile delinquents  and  truants.  Any  association  for  the  purpose  of  establishing 
and  maintaining  an  asylum  and  home  for  the  care,  support,  discipline,  and  edu- 
cation of  orphan  children  may  bind  out  any  inmate  who  has  neither  father, 
mother,  nor  guardian,  or  one  whose  parents  have  granted  to  the  corporation  the 
authority  to  bind  the  child.  A minor  may  be  bound  out  by  manual-labor  schools 
organized  and  incorporated  under  the  laws  of  the  State.  The  superintendent  of 
the  female  reformatory  of  the  State  may  bind  out  a girl  committed  there  during 
her  minority,  but  only  with  her  consent.  The  superintendent  of  the  Reform 
School  for  Boys  may  bind  out  a boy  during  minority,  but  only  with  his  consent. 
A minor  over  the  age  of  14,  having  no  father,  mother,  nor  guardian,  may  bind 
himself,  but  the  consent  of  the  probate  judge  of  the  county,  to  be  indorsed  on  the 
indentures,  is  necessary. 

Children  may  be  bound  for  a term  not  extending  beyond  the  age  of  21  years  if 
males  and  18  if  females,  but  the  marriage  of  a female  annuls  her  indenture. 

The  indenture  is  not  assignable. 

An  indenture  binding  a white  apprentice  who  has  more  than  three  years  to 
serve  must  contain  an  agreement  on  the  part  of  the  master  to  cause  the  appren- 
tice to  be  taught  reading,  writing,  and  the  rules  of  arithmetic  to  the  double  rule 
of  three,  inclusive,  if  practicable.  All  valuable  agreements  on  the  part  of  the 
master  must  be  for  the  benefit  of  the  apprentice  and  may  be  sued  on  and  recov- 
ered in  his  name. 

It  is  unlawful  for  a master  to  compel  an  apprentice  to  work  more  than  ten 
hours  per  day  without  additional  compensation.  An  absconding  apprentice  may 
by  order  of  court  be  returned  to  the  master  or  if  he  refuses  may  be  committed  to 
jail.  Tlie  master’s  death  discharges  the  apprentice.  In  case  the  master  removes 
from  the  State  the  discharge  is  optional  with  the  apprentice. 

Source : Annotated  Statutes  of  1901,  sections  3186a,  3186e,  3188,  7299  to  7317, 
8168,  8285,  8319. 

IOWA. 

A minor  may  be  bound  out,  with  a written  consent  appended  to  or  indorsed 
on  the  indentures  by  the  father ; if  the  father  is  dead,  has  abandoned  his  family, 
or  is  for  any  cause  incapacitated,  then  by  the  mother;  if  she  is  dead,  or  inca- 
pacitated, then  by  the  guardian ; or,  if  there  be  no  guardian,  then  by  the  clerk 
56560 — 08 7 


98 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


of  the  circuit  court.  If  the  minor  is  more  than  12  years  of  age,  the  indentures 
must  be  signed  by  him  of  his  own  free  will.  A pauper  minor  may  be  bound  out 
by  the  clerk  of  the  circuit  court  without  obtaining  his  assent.  Poor  children 
under  1G  years  of  age  in  a poor  house  or  house  of  refuge  may  be  bound  out  by 
the  board  of  supervisors  of  the  county  until  18  years  of  age  or  such  earlier  time 
as  may  be  fixed,  or  until  married  before  that  time.  Children  in  the  State  Reform 
School  may,  with  the  written  consent  of  their  parents  or  guardians,  if  any,  be 
bound  out  by  the  trustees  thereof  until  the  end  of  their  term  or  an  earlier  time. 

The  terms  of  apprenticeship,  except  as  above  indicated,  may  continue  until  the 
attainment  of  the  age  of  majority,  which  is  21  years  in  the  case  of  males,  and  18 
years  in  the  case  of  females,  or  until  marriage. 

It  is  the  duty  of  the  master  to  send  the  apprentice  who  is  6 years  old  or  over, 
to  school,  if  there  is  one  in  the  district,  at  least  four  months  in  each  year,  and  he 
must  clothe  him  in  a comfortable  and  becoming  manner  and  provide  him  with 
suitable  and  sufficient  food. 

The  death  of  the  master  or  his  removal  from  the  State  dissolves  the  in- 
denture unless  otherwise  provided  or  unless  the  apprentice  elects  to  continue  in 
his  service. 

Source:  Code  of  1897,  sections  2704,  3229  to  3249. 

KANSAS. 

A minor  may  bind  himself  with  the  consent  of  the  father,  indorsed  on  the 
indentures,  or,  if  he  is  dead,  has  no  legal  capacity  to  give  consent,  has  willfully 
abandoned  his  family  for  six  months  without  making  suitable  provision  for 
their  support,  or  has  become  an  habitual  drunkard,  then  of  the  mother  or  guar- 
dian, and  if  there  is  no  parent  or  guardian,  then  of  the  probate  court.  An 
orphan  or  minor  who  has  no  estate  sufficient  for  his  maintenance  may  be  bound 
out  by  his  guardian  with  the  consent  of  the  probate  court.  An  executor  who  is 
directed  by  the  last  will  of  a father  to  bring  up  a child  to  some  trade  or  calling, 
has  the  power,  with  the  consent  of  the  mother,  if  living,  to  bind  the  child  out. 
A poor  child  who  is  or  may  be  chargeable  to  the  county  or  shall  beg  for  alms, 
whose  parents  are  poor  and  the  father  an  habitual  drunkard,  or,  if  there  be  no 
father,  whose  mother  is  of  a bad  character,  or  suffers  her  children  to  grow  up 
in  habits  of  idleness  without  any  visible  means  of  obtaining  an  honest  livelihood, 
may  be  bound  out  by  the  probate  court.  Overseers  of  the  poor  of  townships  and 
cities  and  superintendents  of  county  asylums  may  bind  out  such  poor  children 
as  fall  under  their  care  and  charge.  The  trustees  of  the  State  Reform  School 
may  bind  out  any  boy  committed  thereto  with  his  consent.  An  inmate  of  the 
Industrial  School  for  Girls  may  be  bound  out  by  the  trustees  of  said  school. 

Male  apprentices  may  be  bound  until  they  reach  the  age  of  18  years  and 
females  16  years.  Inmates  of  the  State  Reform  School  and  of  the  State  Indus- 
trial School  for  Girls  may  be  bound  out  during  their  minority  or  for  a shorter 
period. 

An  apprentice  must  be  taught  reading,  writing,  and  the  ground  rules  of  arith- 
metic, the  compound  rules,  and  the  rule  of  three.  At  the  expiration  of  his  term 
of  service,  the  master  must  give  him  or  her  a new  Bible,  two  new  suits  of  clothes 
of  the  value  of  $40,  and  $10  in  currency. 

It  is  unlawful  to  counsel,  persuade,  entice,  or  assist  any  apprentice  to  run 
away  or  absent  himself  from  the  service  of  his  master,  or  to  harbor  or  conceal 
such  an  apprentice,  knowing  him  to  be  a runaway.  The  master  may  not  take 
his  apprentice  out  of  the  State,  but  the  probate  court  may  discharge  the  appren- 
tice from  the  service  of  such  master,  and  again  bind  him,  if  necessary,  to  some 
other  person. 

Source : General  Statutes  of  1901,  sections  295  to  318,  6988,  7129,  7130,  7151. 

KENTUCKY. 

A poor  orphan  and  any  other  child  whose  relatives  or  parents,  in  the  judgment 
of  the  court,  will  not  bring  them  up  in  moral  courses,  may  be  bound  out  by  the 
county  court.  Any  orphan  minor  may  be  bound  out  by  his  guardian,  or,  if  he 
has  no  guardian,  by  his  mother,  with  the  consent  of  the  county  court.  Children 
of  a man  sentenced  to  the  penitentiary  may  be  bound  out  by  the  courts  in  their 
discretion.  The  board  of  trustees  of  the  State  House  of  Reform  for  Boys  and 
the  State  House  of  Reform  for  Girls  may  also  bind  out  inmates  of  these 
institutions. 


DIGEST  OF  APPRENTICE  LAWS. 


99 


The  term  of  apprenticeship  is  until  the  apprentice  attains  the  age  of  21  years 
if  a boy,  and  18  years  if  a girl. 

The  master  is  required  to  furnish  the  apprentice  proper  medical  attention, 
food,  and  clothing,  and  to  treat  him  humanely.  At  the  end  of  the  term  of 
service  the  master  must  pay  the  apprentice,  if  a boy,  $100,  and  if  a girl,  $50,  but 
if  the  master  has  taught  the  apprentice  to  read  and  write  he  is  not  bound  to  pay 
any  money  at  the  end  of  the  term. 

It  is  unlawful  to  entice  an  apprentice  from  his  master  or  knowingly  to  con- 
ceal, harbor,  or  employ  an  apprentice  who  has  left  the  service  of  his  master.  A 
runaway  apprentice  may,  by  order  of  the  county  court,  be  arrested  and  returned 
to  his  master  or  confined  in  jail  for  not  more  than  twenty  days.  It  is  unlawful 
to  take  or  send  an  apprentice  out  of  the  State,  or  to  sell  his  term  of  service  or 
any  part  thereof,  to  any  person,  or  to  give  another  person  the  right  to  control 
such  child.  If  the  master  dies  the  apprentice  may  be  bound  again  to  another 
by  order  of  the  county  court. 

Sources : Statutes  of  1894,  sections  2591  to  2610 ; Acts  of  1896,  chapter  33, 
sections  11,  18. 

LOUISIANA. 

A minor  may  bind  himself  as  an  apprentice.  The  consent  of  a parent,  tutor, 
or  curator  is  necessary,  or,  if  there  be  no  such  person  in  the  parish  where  the 
minor  resides,  then  the  consent  of  the  mayor  of  New  Orleans,  in  the  parish  of 
Orleans,  or  of  the  parish  judges  of  their  respective  parishes  throughout  the 
State. 

The  term  of  apprenticeship  expires  at  the  age  of  21  years  in  the  case  of  males 
and  of  18  years  in  the  case  of  females,  unless  an  earlier  period  is  stipulated. 
Persons  who  have  attained  the  age  of  majority  may  bind  themselves  to  service 
for  a term  of  five  years. 

Apprentices  under  21  years  of  age  must  be  taught  reading,  writing,  and  the 
fundamental  principles  of  arithmetic. 

The  death  of  the  master  or  his  removal  from  the  State  dissolves  the  contract 
of  apprenticeship. 

Source : Revised  Laws  of  1897,  page  16,  sections  70  to  84. 

MAINE. 

A minor  may  be  bound  out  by  the  father,  if  living ; if  not,  by  the  mother  or  legal 
guardian.  The  consent  of  a minor,  who  is  over  14  years  of  age,  is  necessary,  and 
if  a minor  is  bound  out  prior  to  that  age  the  indenture  will  not  continue  in  force 
beyond  that  age  unless  the  minor  upon  reaching  it  shall  give  his  consent.  A 
minor,  having  no  parent  or  guardian,  may  bind  himself  out  with  the  approba- 
tion of  the  municipal  officers  of  the  town  w’here  he  resides.  Overseers  of  the  poor 
of  a town  may  bind  out  the  minor  children  of  parents  chargeable  to  the  town  or 
of  those  who,  in  the  opinion  of  the  overseers,  are  unable  to  maintain  them,  and 
minor  children  who  are  themselves  chargeable.  The  trustees  of  the  State  Reform 
School  may  bind  out  boys  committed  thereto,  and  the  trustees  of  the  Industrial 
School  for  Girls,  girls  committed  thereto,  for  a period  not  exceeding  the  term  of 
confinement. 

Males  may  be  bound  until  the  age  of  21  years  and  females  until  18  years  or 
until  married. 

All  considerations  allowed  by  the  master  or  mistress  in  any  contract  of 
apprenticeship  must  be  secured  by  the  indenture  to  the  sole  use  of  the  minor. 

The  master  may  not  transfer  the  apprentice  to  another  person  or  remove  him 
out  of  the  State.  The  death  of  the  master  dissolves  the  contract  of  apprentice- 
ship. 

Source:  Revised  Statutes  of  1903,  chapter  27,  sections  22  to  29;  chapter  64, 
sections  1 to  7 ; chapter  143,  sections  1,  10,  11,  23,  24. 

MARYLAND. 

The  orphans’  courts  in  the  several  counties  and  the  city  of  Baltimore,  or  any 
two  justices  of  the  peace,  or  in  Somerset  County  a single  justice  of  the  peace, 
may  bind  out  any  orphan  child,  the  increase  or  profits  of  whose  estate  is  not 
sufficient  for  his  maintenance,  support,  or  education,  children  who  are  suffering 
through  the  indigence  or  poverty  of  their  parents,  children  of  beggars,  illegiti- 
mate children,  and  children  of  persons  out  of  the  State  to  whom  sufficient  sus- 


100 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


tenance  is  not  afforded.  The  trustees  of  the  poor  in  any  county  may,  in  the  recess 
of  the  orphans’  court,  bind  out  the  child  or  children  of  any  pauper  or  vagrant, 
but  the  indentures  must  within  two  months  thereafter  be  approved  by  the 
orphans’  court  by  indorsement  thereon.  A minor  may  be  bound  out  by  his  father. 
The  directors  of  the  penitentiary  and  the  managers  of  the  house  of  correction, 
or  any  three  of  them,  may  bind  out  the  children  of  female  convicts  who  are 
brought  to  or  born  in  said  institutions.  The  House  of  the  Good  Shepherd  of  the 
city  of  Baltimore  may,  with  the  children’s  consent,  bind  out  such  white  female 
children  as  are  committed  to  the  institution.  The  managers  of  the  House  of  Refor- 
mation, the  managers  of  the  House  of  Refuge,  and  those  of  the  Industrial  Home 
for  Colored  Girls  may,  with  similar  consent,  bind  out  the  minors  committed  to 
these  respective  institutions.  In  Baltimore  city  the  president  and  board  of 
managers  of  the  Children’s  Aid  Society  and  the  managers  of  the  Home  for  the 
Friendless  may  apprentice  male  and  female  minors  committed  to  their  care.  In 
Allegany  County  the  trustees  of  the  almshouse  may  bind  out  any  minor  child 
under  their  charge  and  dependent  on  the  county  for  support. 

Male  apprentices  may  be  bound  until  21  and  female  apprentices  until  18  years 
of  age. 

The  master  or  mistress  is  required  to  give  the  apprentice  a reasonable  educa- 
tion in  reading,  writing,  and  arithmetic,  to  teach  the  apprentice  a useful  trade, 
and  to  supply  suitable  clothing  and  maintenance. 

It  is  unlawful  for  any  person  to  entice  an  apprentice  from  the  service  of  a 
master  or  knowingly  to  harbor  any  apprentice  so  enticed. 

Sources:  Public  General  Laws,  1903,  article  6,  sections  1 to  30;  article  27, 
section  454;  Public  Local  Laws,  1888,  article  1,  sections  3,  4;  article  20,  sections 
29  to  31 ; Acts  of  1898.  chapter  123,  sections  891,  898. 

MASSACHUSETTS. 

A minor  may  be  bound  out  by  the  father ; if  he  is  dead  or  incompetent,  by  the 
mother  or  legal  guardian,  and  if  illegitimate,  by  the  mother.  If  the  minor  is 
over  14  years  of  age  and  is  bound  out  by  his  parent  or  guardian,  his  consent  is 
necessary  and  must  be  expressed  in  the  indentures  and  testified  by  the  signa- 
ture of  the  minor.  A minor  child  who  is,  or  either  of  whose  parents  is,  charge- 
able to  a town,  may  be  bound  out  by  the  overseers  of  the  poor.  A minor  who 
has  no  parent  competent  to  act  and  no  guardian,  may,  with  the  approbation  of 
the  selectmen  of  the  town  where  he  resides,  bind  himself  out. 

A child  under  14  years  of  age  may  be  bound  as  an  apprentice  until  that  age. 
A minor  over  that  age  or  a child  of  any  age  bound  by  the  overseers  of  the  poor 
may  be  apprenticed  to  the  age  of  18  years  if  a female  or  to  the  time  of  her 
marriage  within  that  age,  and  to  the  age  of  21  years  if  a male. 

A minor  bound  out  by  the  overseers  of  the  poor  must  be  taught  reading,  writ- 
ing, and  arithmetic,  and  must  be  given  such  other  instruction,  benefit,  or  allow- 
ance, either  within  or  at  the  end  of  the  term,  as  the  overseers,  in  the  contract 
of  apprenticeship,  may  require.  All  considerations  of  money  or  other  things 
paid  or  allowed  by  the  master  upon  a contract  of  apprenticeship  must  be  paid 
or  secured  to  the  sole  use  of  the  minor. 

The  death  of  the  master  discharges  the  apprenticeship. 

Source:  Revised  Laws  of  1902,  chapter  155,  sections  1 to  20. 

MICHIGAN. 

A minor  may  bind  himself  out  with  the  consent  of  the  father  indorsed  on  the 
indentures,  or,  if  the  father  is  dead,  not  in  legal  capacity  to  give  his  consent,  or 
shall  have  abandoned  and  neglected  to  provide  for  his  family,  then  of  the 
mother;  or,  if  she  is  dead  or  not  in  legal  capacity  to  give  or  refuse  such  consent, 
then  of  the  guardian ; or,  if  there  is  no  guardian,  then  of  any  two  justices  of 
the  peace  of  the  township,  o.f  the  recorder  of  the  city,  or  of  the  circuit  or  pro- 
bate judge  of  the  county.  The  county  superintendents  of  the  poor  may  bind  out 
a child  who  may  be  sent  to  any  county  poorhouse,  who  is,  or  who  may  become, 
chargeable  in  whole  or  in  part,  to  the  county,  or  whose  parent  or  parents  may 
become  so  chargeable.  Minors  may  also  be  bound  out  by  officers  of  State  in- 
stitutions acting  under  the  provisions  of  law  authorizing  them  to  place  children 
in  families  by  indenture,  etc. ; by  officers  of  incorporated  asylums  or  institutions 
authorized  by  law  to  receive,  care  for,  and  dispose  of  minor  children ; by  the 
father  and  mother  residing  in  the  State,  and  if  either  be  dead,  or  of  legal  in- 
capacity, or  has  abandoned  the  child,  then  by  the  other,  and  if  the  child  be 


DIGEST  OF  APPRENTICE  LAWS. 


101 


illegitimate,  then  by  its  mother;  and  by  the  guardian  duly  appointed  if  there 
be  no  father  or  mother  of  legal  capacity. 

A male  may  be  apprenticed  until  21  years  and  a female  until  18  years  of 
age,  or  until  her  marriage  within  that  age,  or  for  a shorter  time. 

A pauper  minor  bound  by  the  county  superintendent  of  the  poor  must  be 
given  a suitable  education.  All  considerations  of  money  or  other  things  paid 
or  allowed  by  the  master  must  be  paid  or  secured  to  the  sole  use  of  the  ap- 
prentice. 

The  death  of  the  master  discharges  the  apprentice. 

Source : Compiled  Laws  of  1897,  sections  2026,  2199,  2213,  2261,  2262,  5559  to 
5562,  5568  to  5570,  8292,  8748  to  8775. 

MINNESOTA. 

A minor  may  be  bound  out  by  the  father ; if  the  father  is  dead  or  incompetent, 
by  the  mother  or  legal  guardian,  and  if  illegitimate,  he  may  be  bound  out  by 
the  mother.  The  consent  of  a minor  who  is  over  14  years  of  age  is  necessary 
and  must  be  expressed  in  the  indentures  and  testified  by  his  signing  the  same. 
If  there  is  no  parent  competent  to  act  and  no  guardian,  a minor  may  bind  him- 
self, but  must  have  the  approbation  of  the  county  commissioners  of  the  county 
where  he  resides.  A minor  chargeable  upon  a county  for  support  may  be  bound 
out  by  the  board  of  county  commissioners  of  said  county.  The  managers  of 
the  State  Reform  School  may,  with  his  consent,  bind  out  a minor  committed 
to  their  care. 

Children  under  14  years  of  age  may  be  bound  as  apprentices  until  that  age. 
Minors  above  the  age  of  14  years  may  be  bound  as  apprentices,  males  to  the 
age  of  21  and  females  to  the  age  of  18  years  or  to  the  time  of  their  marriage 
within  that  age. 

Provision  must  be  made  in  the  indenture  for  teaching  the  apprentice  reading, 
writing,  and  the  general  rules  of  arithmetic.  All  considerations  of  money  or 
other  things  paid  or  allowed  by  the  master  must  be  paid  or  secured  to  the 
sole  use  of  the  apprentice. 

The  death  of  the  master  discharges  the  apprentice. 

Source : General  Statutes  of  1894,  sections  1966,  3523,  4750  to  4762. 

MISSISSIPPI. 

The  law  provides  only  for  the  binding  out  of  poor  orphan  children  and 
children  whose  parents  are  unable  to  support  them.  They  may  be  bound  out 
by  the  supervisor  of  the  proper  district  under  the  direction  of  the  board  of 
supervisors  of  the  county. 

Males  may  be  bound  out  until  21  and  females  until  18  years  of  age. 

The  person  to  whom  the  apprentice  is  bound  is  required  to  provide  the  latter 
with  sufficient  good  and  wholesome  food,  necessary  clothing,  washing,  and  lodg- 
ing ; to  treat  him  humanely,  and  to  send  him  to  school  until  he  learns  to  read, 
write,  and  perform  the  ordinary  calculation  incident  to  the  business  of  the 
master.  At  the  expiration  of  the  apprenticeship  he  is  to  furnish  the  apprentice 
with  two  suits  of  new  clothing,  including  hats  and  shoes. 

Source : Annotated  Code  of  1892,  sections  3159  to  3163. 

MISSOURI. 

A minor  may  be  bound  out  by  the  father,  or,  in  case  of  the  father’s  death, 
incompetency,  or  willful  abandonment  of  his  family  for  six  months  without 
making  suitable  provision  for  their  support,  or  if  he  has  become  an  habitual 
drunkard,  then  by  the  mother  or  legal  guardian.  If  illegitimate,  a minor  may 
be  bound  out  by  the  mother.  When  a minor  who  is  over  14  years  of  age  is 
bound  out  by  a parent  or  guardian  the  consent  of  said  minor  is  necessary  and 
must  be  expressed  in  the  indentures  and  testified  by  his  signing  the  same.  An 
executor  who  is  directed  in  the  will  of  the  father  to  bring  up  a child  to  some 
trade  or  calling  may  bind  said  child  out  in  like  manner  as  the  father  could 
have  done.  A poor  child  who  is,  or  may  be,  chargeable  to  the  county,  or  who 
shall  beg  for  alms,  or  whose  parents  are  poor  and  the  father  is  an  habitual 
drunkard,  or  whose  father  is  dead  and  the  mother  is  of  bad  character  or  suffers 
her  children  to  grow  up  in  habits  of  idleness  without  any  visible  means  of 
obtaining  an  honest  livelihood,  may  be  bound,  out  by  the  probate  court.  An 
orphan  minor  who  has  not  estate  sufficient  for  his  maintenance  may  be  bound 
out  by  his  guardian  under  direction  of  the  probate  court. 


102 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


Males  may  be  bound  as  apprentices  to  the  age  of  21,  and  females  to  the  age  of 
18  years,  or  until  marriage  within  that  age. 

The  master  is  required  to  cause  the  apprentice  to  be  given  a common  school 
education,  and  at  the  expiration  of  the  apprenticeship  he  is  to  give  the  appren- 
tice a new  Bible,  two  new  suits  of  clothes  worth  $50,  and  $20  in  money.  Ap- 
prentices are  to  be  defended  by  those  who  bound  them,  from  cruelty,  neglect, 
and  breach  of  contract  on  the  part  of  their  masters. 

It  is  unlawful  for  any  person  to  counsel,  persuade,  entice,  or  assist  an  ap- 
prentice to  run  away  or  absent  himself  from  the  service  of  his  master,  or  to 
entertain,  harbor,  or  conceal  an  apprentice  knowing  him  to  be  a runaway,  or 
for  an  apprentice  to  rebel  against  or  assault  his  master.  It  is  unlawful  for  a 
master  to  remove  an  apprentice  out  of  the  State.  The  death  of  the  master 
discharges  the  apprenticeship. 

Source:  Revised  Statutes  of  1899,  sections  4794  to  4821. 

MONTANA. 

Every  minor  may  bind  himself  in  writing  to  serve  as  an  apprentice  provided 
he  obtains  the  consent,  indorsed  on  the  indenture,  of  the  following  person  or 
persons:  The  father  and  mother;  the  mother,  if  the  father  lacks  capacity  to 
consent,  has  abandoned  or  neglected  to  provide  for  his  family,  or  is  dead  and 
no  testamentary  guardian  or  executor  has  been  appointed  by  him ; the  father, 
if  the  mother  is  dead  or  lacks  capacity  to  consent;  the  testamentary  guardian 
or  executor,  if  the  father  is  dead.  If  there  is  no  parent  of  capacity  to  consent 
and  no  such  executor  or  guardian,  then  consent  must  be  given  by  the  county 
commissioners  of  the  county,  by  any  two  justices  of  the  peace  of  the  town,  or 
by  the  district  judge.  The  county  commissioners  may  bind  out  minors  who 
have  become  chargeable  to  the  county. 

Apprentices  may  be  bound  out  until  their  majority,  which  is  21  years  in  the 
case  of  males  and  18  years  in  the  case  of  females. 

The  master  must  agree  in  the  contract  of  apprenticeship  that  he  will  cause 
the  apprentice  to  be  instructed  to  read  and  write,  to  be  taught  the  general  rules 
of  arithmetic,  or  in  lieu  thereof  that  he  will  send  the  apprentice  to  school  three 
months  each  year  of  the  period  of  indenture.  The  indenture  may  be  annulled 
for  cruelty  or  maltreatment  of  the  apprentice  by  the  master. 

It  is  unlawful  willfully  and  knowingly  to  aid,  assist,  or  encourage  an  appren- 
tice to  run  away  or  to  harbor  or  conceal  him. 

Source : Codes  and  Statutes,  Sanders’s  Edition,  1895,  Civil  Code,  sections  360 
to  369;  Penal  Code,  section  1154. 

NEVADA. 

A male  person  under  the  age  of  18  years  and  a female  person  under  the  age 
of  15  years  may  be  bound  out  until  they  arrive  at  these  ages  respectively,  or  for 
a shorter  period,  by  the  father,  or,  in  case  of  his  death  or  inability,  by  the 
mother  or  guardian.  An  orphan  or  destitute  child  may  be  bound  out  by  the 
board  of  county  commissioners  of  the  county  or  by  the  district  judge  of  the 
district  in  which  the  child  resides.  The  board  of  directors  of  the  State  Orphan 
Asylum  may  also  indenture  apprentices,  and  reserve  the  power  to  cancel  the 
indenture  at  any  time. 

A male  apprentice,  being  bound  to  serve  five  years  or  more,  must  be  taught 
reading  and  writing,  the  rules  and  principles  of  common  English  grammar,  and 
arithmetic  to  and  including  the  single  rule  of  three.  A female  apprentice, 
being  bound  to  serve  four  years  or  more,  must  be  taught  reading  and  writing, 
and  the  first  four  rules  of  arithmetic.  The  master  must  furnish  substantial 
food  and  decent  wearing  apparel  to  a male  minor  bound  to  serve  five  years  or 
more,  and  an  ample  supply  of  decent  clothing  and  wholesome  food  to  a female 
minor  bound  to  serve  four  years  or  more. 

Upon  completion  of  the  term  of  apprenticeship  the  master  must  give  two  suits 
of  clothing,  each  suit  being  of  the  value  of  not  less  than  $25,  and  $100  in  money 
to  a male  bound  to  serve  five  years  or  more;  and  two  full  suits  of  wearing 
apparel  and  $50  in  money  to  a female  bound  to  serve  four  years  or  more.  All 
money  and  property  stipulated  to  be  delivered  or  paid  by  the  master  or  mistress 
must  be  secured  to  and  for  the  sole  use  and  benefit  of  the  minor. 

It  is  unlawful  to  counsel,  persuade,  entice,  aid,  or  assist  any  apprentice  to  run 
away  or  absent  himself  from  the  service  of  his  master,  or  to  harbor  or  to  con- 
ceal an  apprentice,  knowing  him  to  have  run  away. 

Source : Compiled  Laws  of  1899,  sections  620  to  635,  1492. 


DIGEST  OF  APPRENTICE  LAWS. 


103 


NEW  HAMPSHIRE. 

A minor  may  be  bound  out  by  the  father,  or,  if  he  be  dead,  by  the  mother  or 
guardian.  If  the  minor  is  over  14  years  of  age  his  consent  is  necessary  and 
must  be  expressed  in  the  indentures  and  testified  by  his  signing  the  same.  If 
a minor  has  no  parent  or  guardian  he  may  bind  himself  out,  with  the  appro- 
bation of  the  selectmen  or  overseers  of  the  poor  of  the  town  where  he  resides. 
Overseers  of  the  poor  in  any  town  may  bind  out  all  children  who  are  not  em- 
ployed in  some  lawful  business  and  whose  parents  are  unable  or  neglect  to 
maintain  them.  The  county  commissioners  may  bind  out  any  minor  charge- 
able or  likely  to  be  chargeable  to  the  county.  Trustees  of  the  Reform  School 
may  bind  out  any  scholar  of  said  school. 

Males  may  be  bound  until  21  years,  and  females  until  18  years  of  age  or 
until  their  marriage  within  that  age.  Children  under  14  years  may  be  bound 
out  without  their  consent  until  that  age.  Inmates  of  the  State  Industrial 
School  may  be  bound  out  for  the  term  for  which  they  were  committed  to  the 
institution. 

The  master  is  required  to  teach  his  apprentice  the  art  or  trade  for  which  he 
was  bound.  Pauper  minors  bound  out  by  the  overseers  of  the  poor  must  be 
taught  to  read,  write,  and  cipher,  and  must  be  given  such  other  instruction  as 
the  overseers  may  deem  reasonable. 

It  is  unlawful  to  entice  or  persuade  away  an  apprentice  from  the  service  of 
his  master,  or  to  secrete,  convey,  or  send  off  an  apprentice  or  in  any  way  to 
cause  him  to  leave  such  service.  The  master  may  recover  damages  against 
the  parents  or  guardian  of  an  apprentice  for  leaving  his  service  without  suffi- 
cient cause,  or  if  an  apprentice  uses  violence  toward  him.  No  indenture  is 
binding  after  the  death  of  the  master,  except  that  if  the  apprenticeship  has 
nearly  expired,  the  apprentice  may  choose  to  complete  his  term  of  service  with 
the  widow,  executor,  or  administrator  of  his  master,  in  which  case  he  is  entitled 
to  all  the  benefits  of  the  indenture. 

Source:  Public  Statutes  of  1891,  chapter  84,  sections  5,  6;  chapter  180,  sec- 
tions 1 to  13;  chapter  284,  section  20. 

NEW  JERSEY. 

A minor  may  bind  himself  out  of  his  own  free  will  and  accord  with  the  consent 
of  the  father  or,  if  he  is  dead,  of  the  mother  or  guardian.  The  consent  of  the 
mother  is  necessary  also  where  the  consent  of  the  father  or  guardian  is  obtained. 
Said  consent  must  be  expressed  in  the  indentures  and  testified  by  the  party 
signing  and  sealing  the  same.  The  overseers  of  the  poor  or  any  two  of  them, 
with  the  approbation  of  two  justices  of  the  peace  of  any  county  or  township, 
may  bind  out  any  poor  child,  children  who  have  no  parents,  children  whose 
parents  shall  apply  to  the  overseers  for  relief,  and  the  child  or  children  of  any 
poor  parents  who  shall  bring  up  their  said  children  in  sloth,  idleness,  and  igno- 
rance, and  who,  upon  advice  and  direction  given  by  the  overseers,  shall  for  three 
months  after  said  advice  and  direction  refuse  or  neglect  to  bind  out  their  chil- 
dren. The  trustees  of  the  Reform  School  may  bind  out  boys  committed  to  said 
school.  The  trustees  of  the  Industrial  School  for  Girls  may  bind  out  girls 
therein.  The  president  of  a board  of  trustees  of  a poorhouse,  with  the  consent 
of  a majority  of  the  board,  or,  where  no  trustees  are  appointed,  the  director 
of  the  board  of  chosen  freeholders,  with  the  consent  of  a majority  of  said 
board,  may  bind  out  poor  children  who  are  chargeable  upon  the  county.  An 
orphan  asylum  association  may  bind  out  any  child  under  its  care  for  more  than 
one  year,  but  if  the  parents  pay  anything  toward  its  support  their  consent  must 
first  be  obtained. 

Males  may  be  bound  out  until  the  age  of  21  and  females  until  the  age  of  18 
years. 

It  is  unlawful  for  any  person  knowingly  to  counsel,  persuade,  entice,  aid,  or 
assist  an  apprentice  to  run  away,  or  absent  himself  from  the  service  of  his 
master,  or  to  harbor  or  conceal  an  apprentice  knowing  him  to  have  run  away. 

Sources : General  Statutes  of  1895,  page  65,  sections  1 to  16 ; page  2505,  sec- 
tions 12,  29,  51,  70 ; page  2525,  sections  107  to  110 ; page  2721,  section  8 ; page 
2728,  sections  79,  81,  100 ; Acts  of  1898,  chapter  181,  section  10. 


104 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


NEW  MEXICO. 

A minor  may  be  bound  out  by  the  father,  or,  if  the  father  is  dead  and  no 
guardian  has  been  appointed,  by  the  mother.  Guardians,  under  direction  of  the 
probate  court,  may  bind  out  orphan  minors  who  have  not  sufficient  estates  for 
their  maintenance  and  education  nor  friends  or  relatives  willing  to  incur  the 
expense  of  the  same.  In  the  above  cases  the  indentures  must  be  approved  by 
the  probate  court.  The  judge  of  probate  may  bind  out  children  who  are  poor 
orphans  or  whose  parents  have  not  the  means  of  maintaining  them  or  who 
willfully  neglect  to  support  and  educate  them,  and  children  who  are  poor  and 
whose  parent  or  parents  shall  have  been  sentenced  to  confinement  in  jail  or 
prison  for  a term  of  five  years  or  more. 

Males  may  be  bound  out  until  21,  and  females  until  18  years  of  age. 

The  master  is  required  to  teach  the  apprentice  some  useful  and  reputable  art 
or  trade,  to  send  him  to  school  at  least  three  months  each  year  after  the  age  of 
9 years,  to  clothe,  feed,  and  lodge  him,  and  to  treat  him  humanely. 

Source : Compiled  Laws  of  1897,  sections  1472  to  1475,  1478  to  1487. 

NEW  YORK. 

A minor  may  bind  himself  out  as  an  apprentice  for  a term  of  not  less  than 
three  nor  more  than  five  years.  The  indenture  must  be  signed  by  the  minor; 
by  the  father  of  the  minor  unless  he  is  legally  incapable  of  giving  consent  or 
has  abandoned  his  family ; by  the  mother  of  the  minor  unless  she  is  legally  in- 
capable of  giving  consent ; by  the  guardian  of  the  minor,  if  any ; in  the  absence 
of  either  parent  or  guardian,  by  the  county  judge  of  the  county  or  a justice  of 
the  supreme  court  of  the  district,  whose  consent  is  also  necessary  to  the  ap- 
prenticing of  a minor  coming  from  a foreign  country,  or  of  the  child  of  an 
Indian  woman ; and  by  the  master.  The  poor  officers  of  a municipal  corporation 
may  apprentice  any  minor  whose  support  has  become  chargeable  to  such  corpo- 
ration, in  which  case  the  indenture  is  signed  by  the  officer  apprenticing  the 
minor,  by  the  master  and  by  the  county  judge  if  the  support  of  the  child  was 
chargeable  to  the  county,  by  two  justices  of  the  peace  if  chargeable  to  the  town, 
or  by  the  mayor  and  aldermen  or  any  two  of  them  if  chargeable  to  the  city. 
Orphan  asylums  and  charitable  institutions  may  apprentice  dependent  or  in- 
digent children  committed  to  their  charge,  in  which  case  the  indenture  must  be 
signed  and  sealed  in  the  corporate  name  of  such  institution  by  the  officer  or 
officers  thereof  authorized  by  the  directors,  and  by  the  master,  and  it  may  be 
signed  by  the  child  if  over  12  years  of  age.  A county  court  may  authorize  the 
county  superintendent  or  overseer  of  the  poor  to  apprentice  any  disorderly  per- 
son until  of  age ; or  if  of  age,  to  contract  for  his  services  as  an  apprentice  for 
not  more  than  one  year.  The  superintendent  of  State  and  alien  poor  may  ap- 
prentice males  under  21  and  females  under  18  years,  committed  to  any  State 
almshouse,  until  they  become  of  age.  The  managers  of  State  reform  schools 
may  apprentice  inmates  during  the  term  for  which  they  have  been  committed. 

The  master  must  agree  in  the  indenture  that  he  will  teach  the  apprentice,  or 
cause  him  to  be  taught,  every  branch  of  the  business  to  which  the  apprentice  is 
indentured,  and  that  at  the  expiration  of  the  term  he  will  give  him  a certificate 
in  writing  that  such  apprentice  has  served  the  full  term  at  such  trade  or  craft. 
If  the  minor  is  indentured  by  the  poor  officers  of  a county,  city,  or  town  or  by 
the  authorities  of  an  orphan  asylum,  penal,  or  charitable  institution,  the  inden- 
ture must  contain  an  agreement  that  the  master  will  cause  such  child  to  be 
instructed  in  reading,  writing,  and  the  general  rules  of  arithmetic,  and  that  at 
the  expiration  of  the  term  he  will  give  him  a new  Bible.  The  indenture  must 
in  all  cases  contain  a statement  of  every  sum  of  money  agreed  to  be  paid  in 
relation  to  the  service  and  an  agreement  that  suitable  and  proper  board,  lodging, 
and  medical  attendance  shall  be  provided  either  by  the  master  or  by  the  parent 
or  guardian.  The  master  may  use  reasonable  and  moderate  force  or  violence  to 
restrain  or  correct  an  apprentice. 

It  is  unlawful  for  a master  to  accept  from  an  apprentice  any  agreement  or  to 
cause  him  to  be  bound  by  oath  that,  after  his  term  of  service  expires,  he  will  not 
exercise  his  trade,  profession,  or  employment  in  any  particular  place,  or  to  exact 
from  him,  after  his  term  of  service  expires,  any  money  or  other  thing  for  exer- 
cising his  trade,  profession,  or  employment  in  any  place.  It  is  unlawful  to  take 
a person  as  an  apprentice  without  having  obtained  the  consent  of  his  legal 
guardian,  or  unless  a written  agreement  has  been  entered  into  as  prescribed  by 
law.  On  the  death  of  a master  to  whom  a person  is  indentured  by  the  poor 


DIGEST  OF  APPRENTICE  LAWS. 


105 


officers  of  a municipal  corporation,  the  personal  representatives  of  the  master 
may,  with  the  written  consent  of  such  person,  assign  such  indenture;  or  if 
such  consent  is  refused,  the  assignment  may  be  made  by  the  county  judge  of  the 
county  after  fourteen  days’  notice  to  the  person  indentured. 

Source:  Revised  Statutes  of  1901,  page  150,  section  7;  page  982,  section  18; 
page  1055,  sections  70  to  77;  page  2694,  section  98;  page  2773,  section  250; 
page  3274,  section  126. 

NORTH  CAROLINA. 

A minor  above  the  age  of  14  and  under  21  years  being  a male,  and  under  18 
being  a female,  whether  indigent  or  not,  may  be  apprenticed  to  learn  any  trade 
or  craft  by  the  father,  or,  if  he  is  dead,  incompetent,  has  willfully  abandoned 
his  family  for  six  months  without  making  suitable  provisions  for  their  support, 
or  has  become  an  habitual  drunkard,  by  the  mother  or  legal  guardian.  If  ille- 
gitimate, such  child  may  be  bound  by  the' mother.  If  said  minor  has  no  parents 
competent  to  act  and  no  guardian,  he  may  bind  himself,  with  the  approbation 
of  a superior  court  clerk  of  the  county  where  he  resides.  The  consent  of  such 
minor  is  necessary  and  must  be  expressed  in  the  indenture  and  testified  to  by 
signing  the  same.  A minor  over  14  may  also  be  apprenticed  to  learn  a trade  or 
craft  by  orphan  asylums  or  charitable  institutions  organized  and  incorporated 
for  the  purpose  of  taking  care  of  indigent  children.  Indigent  children,  among 
which  are  included  all  orphans  whose  estates  are  of  so  small  value  that  no 
person  will  educate  and  maintain  them  for  the  benefits  thereof ; all  infants  whose 
fathers  have  deserted  their  families  and  been  absent  six  months,  leaving  them 
without  sufficient  support ; poor  children  who  are  or  may  be  chargeable  to  the 
county  or  shall  beg  alms;  any  child  who  has  no  father  and  the  mother  is  of  bad 
character  or  suffers  her  children  to  grow  up  in  habits  of  idleness  without  visible 
means  of  obtaining  an  honest  livelihood,  and  all  children  whose  parents  do  not 
habitually  employ  their  time  in  some  honest,  industrious  occupation,  may  be 
bound  out  by  the  superior  court  clerk  of  the  county  where  they  reside. 

Apprentices  may  be  bound  for  a period  of  not  less  than  three  nor  more  than 
five  years,  except  in  the  case  of  indigent  children  bound  out  by  the  clerks  of  the 
superior  courts,  whose  terms  continue  until  majority,  which  in  the  case  of  males 
is  21  years  and  in  the  case  of  females  18  years  of  age. 

Masters  are  required  to  teach  apprentices  their  trade  or  calling,  and  in  the 
case  of  indigent  children,  the  masters  must  cause  them  to  be  taught  reading, 
writing,  and  the  rules  of  arithmetic  to  the  double  rule  of  three.  Apprentices 
must  be  furnished  with  medical  attendance,  lodging,  and  clothing.  At  the  end 
of  the  term  of  apprenticeship  the  master  is  required  to  give  the  apprentice  a 
certificate  in  writing  stating  that  he  has  served  a full  term  at  the  specified  trade 
or  calling. 

It  is  unlawful  for  any  person  to  entice  or  persuade  an  apprentice  to  leave  the 
service  of  his  master,  or  knowingly  to  harbor,  conceal,  or  employ  an  apprentice 
who  has  run  away  from  his  master. 

Source : Acts  of  1889,  chapter  169,  sections  1 to  26. 

NORTH  DAKOTA. 

A minor  may  bind  himself  out.  The  consent  is  necessary  of  both  the  father 
and.  mother;  if  the  father  is  dead,- of  the  testamentary  guardian  or  executor,  or, 
if  no  such  guardian  or  executor  has  been  appointed,  then  of  the  mother ; if  the 
father  lacks  capacity  to  consent  or  has  abandoned  or  neglected  to  provide  for 
his  family,  of  the  mother ; if  the  mother  is  dead  or  lacks  capacity  to  consent,  of 
the  father ; if  there  is  no  parent  of  capacity  to  consent  and  no  executor,  of  the 
guardian ; if  there  is  no  such  parent,  executor,  or  guardian,  then  of  the  officers 
of  the  poor  of  the  town  or  county,  of  any  two  justices  of  the  peace  of  the  county, 
or  of  the  probate  judge.  A child  who  is,  or  whose  parents  are,  chargeable  to  a 
county  or  city  poorhouse,  or  who  is  in  such  poorhouse,  may  be  bound  out  by  the 
proper  officers  of  the  poor  with  the  written  consent  of  a justice  of  the  peace.  No 
child  of  an  Indian  woman  can  be  bound  except  in  the  presence  of  and  with  the 
consent  of  a justice  of  the  peace. 

Male  apprentices  may  be  bound  until  21  years  and  female  apprentices  until  18 
years  of  age,  or  for  a shorter  time.  A minor  capable  of  becoming  a citizen  of 
the  State  and  coming  from  any  other  country,  State,  or  Territory,  and  binding 
himself  out  for  the  purpose  of  paying  his  passage,  may  be  bound  for  a term  not 
exceeding  one  year,  although  such  term  extends  beyond  his  majority. 


106 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


An  apprentice  must  be  taught  reading,  writing,  and  the  general  rules  of  arith- 
metic, or  must  be  sent  to  school  three  months  in  each  year  for  the  period  of  the 
indenture.  At  the  expiration  of  his  term  the  master  must  give  him  a new  Bible. 

It  is  unlawful  to  accept  from  an  apprentice  any  contract  or  agreement,  or  to 
cause  him  to  be  bound  by  oath  or  otherwise  that,  after  his  term  of  service  ex- 
pires, he  shall  not  set  up  his  trade,  profession,  or  employment,  in  any  particular 
place,  shop,  house,  or  cellar,  or  to  exact  from  an  apprentice,  after  his  term  of 
service  expired,  any  money  or  other  thing,  for  using  and  exercising  his  trade, 
profession,  or  employment  in  any  place. 

In  case  of  the  death  of  the  master  the  executors  or  administrators  may  assign 
the  indenture  with  the  written  consent  of  the  apprentice,  acknowledged  before  a 
justice  of  the  peace.  If  the  apprentice  refuses  such  consent,  the  probate  or  dis- 
trict court  may  authorize  such  assignment  without  his  consent. 

Source : Revised  Codes  of  1899,  sections  2837  to  2849. 

OHIO. 

A minor  may  be  bound  out  by  the  father,  or,  in  case  of  his  death  or  inability, 
by  the  mother  or  guardian.  An  orphan  or  destitute  child  may  be  bound  out  by 
the  trustees  of  a township  or  by  the  officers  of  an  orphan  asylum  wherein  he  is 
placed. 

Males  within  the  age  of  21  years  and  females  within  the  age  of  18  years  may 
be  bound  out  as  apprentices  until  they  arrive  at  these  ages,  respectively. 

The  master  is  required  to  send  the  minor  to  a common  school  for  at  least 
twelve  weeks  in  each  year  during  the  apprenticeship,  and  at  the  expiration  of 
the  term  of  service  he  must  furnish  the  apprentice  with  a new  Bible  and  two 
good  suits  of  clothes.  All  money  or  property  stipulated  to  be  paid  by  the  master 
must  be  secured  to  and  for  the  sole  use  and  benefit  of  the  apprentice. 

It  is  unlawful  for  any  person  to  counsel,  persuade,  entice,  aid,  or  assist  an  ap- 
prentice to  run  away  or  absent  himself  from  the  service  of  his  master,  or  to 
harbor  or  conceal  any  such  apprentice,  knowing  him  to  have  run  away. 

Source:  Annotated  Statutes  of  1900,  sections  757,  781-11,  950-2,  3118  to  3135. 

OKLAHOMA. 

Minors  committed  to  any  reform  school  may,  with  their  own  consent,  be  bound 
out  as  apprentices  during  minority,  or  for  a shorter  period,  by  the  management  of 
such  school  to  learn  such  trade  or  employment  as  may  tend  to  their  future 
benefit. 

Source:  Acts  of  1895,  chapter  28,  section  5. 

OREGON. 

A minor  may  be  bound  out  by  the  father,  or,  if  he  is  dead  or  incompetent,  by 
the  legal  guardian ; if  illegitimate,  by  the  mother ; and  if  there  is  no  parent  com- 
petent to  act  and  no  guardian,  he  may  bind  himself  out  with  the  approbation  of 
the  county  court  of  the  county  where  he  resides.  The  consent  of  the  minor  who 
is  above  14  years  of  age,  bound  out  by  a parent  or  guardian,  is  necessary  and 
must  be  expressed  in  the  indentures  and  testified  by  his  signing  the  same.  The 
county  court  may  bind  out  a child  who  is,  or  whose  parents  are,  chargeable  to 
the  county.  The  superintendent  of  the  reform  school  may,  with  the  consent  of 
the  minor,  bind  out  any  minor  committed  to  said  institution. 

Apprentices  may  not  be  bound  for  a longer  term  than  until  majority,  which  in 
the  case  of  males  is  21  and  of  females  18  years  of  age.  Children  under  14  years 
of  age  may  be  bound  out  until  that  age  without  their  consent. 

A pauper  minor  bound  out  by  the  county  court  must  be  taught  to  read,  write, 
and  cipher,  and  must  be  given  such  other  instruction  as  the  court  may  deem 
reasonable. 

The  death  of  the  master  discharges  the  apprentice. 

Source : Annotated  Codes  and  Statutes  of  1902,  sections  5291  to  5315. 

PENNSYLVANIA. 

Minors  may  be  bound  out  with  the  assent  of  a parent,  guardian,  or  next 
friend.  The  justices  of  the  orphans’  court  in  the  respective  counties  shall  have 
full  power,  at  the  instance  and  request  of  executors,  administrators,  guardians, 
or  tutors,  to  order  and  direct  the  binding  out  of  minors.  The  overseers  of  the 


DIGEST  OF  APPRENTICE  LAWS. 


107 


poor  may,  with  the  approbation  and  consent  of  two  or  more  magistrates  of  the 
same  county,  bind  out  any  poor  child  whose  parents  are  dead  or  are  found  by 
said  magistrates  to  be  unable  to  maintain  it.  All  corporations  organized  for 
the  purpose  of  providing  homes  for  friendless  or  destitute  children  may  bind 
out  a child  committed  to  their  charge,  whose  maintenance  is  unprovided  for  by 
its  parents  or  guardians.  The  directors  of  almshouses  may  bind  out  any  child 
in  their  charge.  The  managers  of  the  House  of  Refuge  of  Philadelphia  and  of 
the  House  of  Refuge  of  Western  Pennsylvania  may  bind  out,  with  his  consent, 
any  minor  committed  to  their  care.  The  courts  of  common  pleas  and  the 
orphans’  court  of  any  county  may  decree,  to  officers  of  any  benevolent  or  char- 
itable institution  that  may  have  cared  for  and  maintained  a minor  child  for  a 
period  of  one  year  either  wholly  or  partly  at  its  expense,  power  to  bind  out  the 
same,  provided  that  due  notice  must  first  be  given  to  the  parent,  guardian,  or 
next  friend. 

Males  may  be  bound  out  until  21  and  females  until  18  years  of  age. 

It  is  unlawful  for  any  person  knowingly  to  harbor  and  conceal  for  more  than 
twenty-four  hours  an  apprentice  who  has  run  away  from  the  service  of  his 
master. 

Sources : Brightly’s  Purdon’s  Digest,  1895,  page  95,  section  6 ; page  117,  sec- 
tions 1 to  15 ; page  998,  sections  8,  25 ; page  1704,  section  45 ; Brightly’s  Digest, 
1903,  page  55,  sections  1,  2. 

RHODE  ISLAND. 

A minor  may  be  bound  out  by  the  father,  or,  if  he  is  dead,  by  the  mother 
when  sole ; or,  being  under  the  age  of  14,  by  the  legal  guardian.  A minor,  if  he 
is  14  years  of  age  and  has  no  parent,  may  bind  himself  out  with  the  approbation 
of  his  guardian,  or,  if  he  has  no  guardian,  by  and  with  the  approbation  of  the 
town  council  of  the  town  where  he  resides.  The  overseers  of  the  poor  of  a 
town,  with  the  advice  and  consent  of  the  town  council,  may  bind  out  children 
of  parents  who  are  lawfully  settled  in  and  have  become  chargeable  to  the  town ; 
children  of  parents  so  settled  whose  parents,  whether  they  receive  alms  or  are 
chargeable  or  not,  shall  be  deemed  by  said  overseers  unable  to  maintain  them ; 
children  of  parents  residing  in  the  town  who  are  there  supported  at  the  charge 
of  the  State;  children  of  parents  or  a parent,  residing  in  a town,  who  have  no 
legal  settlement  in  the  State  and  are  adjudged  by  the  town  council  to  be  unable 
to  maintain  them,  and  children  in  a town  without  estate  sufficient  for  their 
maintenance,  who  have  no  parents  residing  therein,  and  who  have  no  legal  set- 
tlement in  the  State.  Such  children  may  be  bound  out  to  any  citizen  or  to  any 
incorporated  institution  for  the  care  of  children  within  the  State  or  within  the 
States  of  Massachusetts  or  Connecticut,  to  the  Providence  Children’s  Friend 
Society,  to  the  Home  for  Friendless  Children  in  Newport,  or  to  the  Providence 
Shelter  for  Colored  Children. 

Minors  may  be  apprenticed  until  21  years  of  age  in  the  case  of  males  and  18 
years  in  the  case  of  females,  or  until  married  within  that  age. 

The  master  must  obligate  himself  to  cause  the  apprentice  to  receive  instruc- 
tion in  reading,  writing,  and  ciphering,  and  such  other  instruction  as  may  be 
fit  and  reasonable.  All  considerations  of  money,  clothes,  etc.,  must  be  given  to 
or  secured  to  the  sole  use  of  the  apprentice. 

The  death  of  the  master  discharges  the  apprenticeship. 

Source:  General  Laws  of  1896,  chapter  79,  section  14;  chapter  198,  sections 
1 to  20. 


SOUTH  CAROLINA. 

A minor  may  be  bound  out  with  the  approbation  of  the  father,  mother,  or 
guardian,  or,  if  the  minor  has  neither  father,  mother,  nor  guardian,  of  the 
grandfather,  grandmother,  or  brother,  sister,  uncle,  or  aunt  of  mature  age,  in  the 
order  as  above,  or,  if  the  minor  has  none  of  the  above  relatives,  of  the  trial 
justice.  Said  approbation  must  be  certified  on  the  indentures  by  a trial  justice 
under  his  hand  and  seal.  A poor  child  chargeable  to  a county,  and  an  illegiti- 
mate child  likely  to  become  chargeable  to  a county  or  to  become  demoralized 
by  the  vicious  conduct  and  evil  example  of  its  mother  or  other  person  having 
charge  of  it,  may  be  bound  out  by  the  county  commissioners. 

Males  may  be  bound  as  apprentices  until  the  age  of  21  and  females  until  18 
years  of  age  or  until  married  within  that  age.  Poor  children  bound  out  by  the 
county  commissioners  may  be  apprenticed  until  the  age  of  16  years  in  the  case 
of  males  and  14  years  or  until  married  within  that  time  in  the  case  of  females. 

Source : Civil  Code  of  1902,  sections  788,  2705  to  2714. 


108 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


SOUTH  DAKOTA. 

A minor  may  bind  himself  out.  The  consent  is  necessary  of  both  the  father 
and  mother ; if  the  father  is  dead,  of  the  testamentary  guardian  or  executor,  or, 
if  no  such  guardian  or  executor  has  been  appointed,  then  of  the  mother ; if  the 
father  lacks  capacity  to  consent,  or  has  abandoned  or  neglected  to  provide  for 
his  family,  of  the  mother;  if  the  mother  is  dead  or  lacks  capacity  to  consent, 
of  the  father ; if  there  is  no  parent  of  capacity  to  consent  and  no  executor,  of 
the  guardian ; if  there  is  no  such  parent,  executor,  or  guardian,  then  of  the 
officers  of  the  poor  of  the  town  or  county,  of  any  two  justices  of  the  peace  of 
the  county,  or  of  the  probate  judge.  A child  who  is,  or  whose  parents  are, 
chargeable  to  a county  or  city  poorhouse,  or  who  is  in  such  poorhouse,  may  be 
bound  out  by  the  proper  officers  of  the  poor  with  the  written  consent  of  a justice 
of  the  peace.  The  State  board  of  charities  and  corrections  may  bind  out  in- 
mates of  the  State  Reform  School  for  Juvenile  Offenders. 

Male  apprentices  may  be  bound  until  21  and  femaie  apprentices  until  18  years 
of  age,  or  for  a shorter  time.  A minor  capable  of  becoming  a citizen  of  the 
State  and  coming  from  any  other  country,  State,  or  Territory,  and  binding  him- 
self out  for  the  purpose  of  paying  his  passage,  may  be  bound  for  a term  not 
exceeding  one  year,  although  such  term  extends  beyond  his  majority. 

An  apprentice  must  be  taught  reading,  writing,  and  the  general  rules  of 
arithmetic,  or  must  be  sent  to  school  three  months  in  each  year  for  the  period 
of  the  indenture.  At  the  expiration  of  his  term  the  master  must  give  him 
a new  Bible. 

It  is  unlawful  to  accept  from  an  apprentice  any  contract  or  agreement,  or  to 
cause  him  to  be  bound  by  oath  or  otherwise  that,  after  his  term  of  service  has 
expired,  he  shall  not  set  up  his  trade,  profession,  or  employment  in  any  par- 
ticular place,  shop,  house,  or  cellar,  or  to  exact  from  an  apprentice,  after  his 
term  of  service  has  expired,  any  money  or  other  thing,  for  using  and  exercising 
his  trade,  profession,  or  employment  in  any  place.  Upon  the  death  of  the 
master,  the  executors  or  administrators  may  assign  the  indenture  with  the 
written  consent  of  the  apprentice,  acknowledged  before  a justice  of  the  peace. 
If  the  apprentice  refuses  such  consent,  the  probate  or  district  court  may  author- 
ize such  assignment  without  his  consent. 

Source : Revised  Codes  of  1903,  Civil  Code,  sections  163  to  181 ; code  of  crim- 
inal Procedure,  section  705. 


TENNESSEE. 

The  county  court  may  bind  out,  in  the  name  of  the  State,  an  orphan  whose 
estates  are  of  such  small  value  that  no  person  will  educate  or  maintain  him 
for  the  profits  thereof,  a base-born  child,  and  any  child  totally  abandoned  by  the 
father  and  for  whom  he  fails  to  provide  support  and  maintenance.  In  the  last 
case  above,  the  consent  of  the  mother  must  be  given  in  open  court  unless  she 
is  unable  to  provide  for  the  maintenance  of  the  child. 

Orphan  children  may  be  bound  out  until  the  age  of  21  years  if  males  and  18 
years  if  females.  In  the  case  of  base-born  children  the  age  limit  is  21  years 
for  either  sex. 

Masters  are  required  to  teach  orphan  apprentices,  or  cause  them  to  be  taught, 
to  read  and  write  and  cipher  as  far  as  the  rule  of  three,  and  to  make  fit  and 
necessary  provision  for  their  diet,  clothes,  lodging,  and  accommodations.  Upon 
the  completion  of  the  apprenticeship  the  master  is  required  to  pay  his  ap- 
prentice $20  in  addition  to  the  stipulations  in  the  contract,  and  to  furnish  him 
with  one  good  suit  of  clothes. 

A master  is  not  permitted  to  remove  an  apprentice  out  of  the  State  without 
the  assent  of  the  court. 

Source : Code  of  1884,  sections  2129,  3422  to  3437. 

The  county  court  may  bind  out  an  orphan  who  is  without  sufficient  estate  for 
his  maintenance  and  education,  a child  whose  parents  have  suffered  him  to 
become  a charge  upon  the  county,  and  a child  whose  parents,  not  being  a charge 
on  the  county,  shall  consent  in  writing  to  his  apprenticeship,  which  consent 
shall  be  signed  by  them  and  filed  and  entered  of  record  in  such  court. 

Males  may  be  bound  out  until  21  and  females  until  18  years  of  age  or  until 
married  within  that  age. 

An  apprentice  must,  if  practicable,  be  sent  to  school  at  least  three  months  in 
each  year  during  the  continuance  of  the  apprenticeship  and  while  he  is  within 
the  scholastic  age.  Sufficient  food  and  clothing  and  the  necessary  medicine 


DIGEST  OF  APPRENTICE  LAWS. 


109 


and  medical  attention  must  be  furnished.  Moderate  chastisement,  as  may  be 
necessary  and  proper,  may  be  inflicted  upon  the  apprentice  by  the  master. 

It  is  unlawful  for  a master  to  take  an  apprentice  out  of  the  county  without 
the  order  of  the  county  judge. 

Source : Revised  Civil  Statutes  of  1895,  articles  23  to  46. 

UTAH. 

A minor  may  be  bound  out  by  a parent  or  guardian,  and  if  the  minor  is  over 
12  years  of  age  the  indentures  must  also  be  signed  by  him.  The  probate  court 
or  selectmen  may  bind  out  an  idle,  vicious,  or  vagrant  minor  child  without  its 
consent  and  without  the  consent  of  its  parents  or  guardian,  if  said  parents  or 
guardian  neglect,  refuse,  or  otherwise  fail  in  properly  controlling  the  actions 
and  education  of  such  child,  and  do  not  train  it  up  in  some  useful  avocation ; 
also  a child  whose  parents,  from  habitual  drunkenness  and  vicious  and  brutal 
conduct,  etc.,  are  not  deemed  suitable  persons  to  retain  the  guardianship  or 
control  the  education  of  it.  The  board  of  trustees  of  the  State  Industrial  School 
may  bind  out  children  as  apprentices  with  their  consent  or  the  consent  of  their 
parents  or  guardians. 

Apprentices  may  be  bound  until  the  attainment  of  the  age  of  legal  majority, 
which  is  21  years  in  the  case  of  males  and  18  years  in  the  case  of  females. 

The  master  is  required  to  send  the  apprentice  to  school  while  between  the 
ages  of  8 and  14  years,  at  least  twenty  weeks  in  each  year,  and  to  clothe  him 
in  a comfortable  and  becoming  manner. 

The  removal  of  the  master  from  the  State  discharges  the  apprenticeship. 

Source : Revised  Statutes  of  1898,  sections  74  to  83. 

VERMONT. 

A minor  may  be  bound  out  by  the  father,  or,  if  he  is  dead  or  incompetent, 
by  the  mother  or  legal  guardian ; or,  if  there  is  no  parent  competent  to  act  and 
no  guardian,  he  may  bind  himself,  with  the  approbation  of  the  selectmen  of 
the  town  where  he  resides.  If  illegitimate,  he  may  be  bound  by  his  mother, 
but  the  power  of  a mother  to  bind  out  her  children,  whether  legitimate  or 
illegitimate,  shall  cease  upon  her  subsequent  marriage.  The  overseers  of  the 
poor  may  bind  out  the  minor  children  of  a poor  person  who  has  become  charge- 
able to  a town,  or  who  is  supported  in  whole  or  in  part  at  the  charge  of  such 
town,  and  minor  children  who  are  themselves  chargeable  to  the  town.  The 
trustees  of  the  reform  school  may  bind  out  children  committed  to  said  school. 

Children  under  14  years  of  age  may  be  bound  out  until  that  age.  A minor  over 
14  years  of  age,  whose  consent  is  expressed  in  writing  in  the  indenture,  may  be 
bound  during  minority,  or  if  a girl,  until  married  before  becoming  of  age. 
The  age  of  majority  is  21  years  for  males  and  18  years  for  females.  Inmates 
of  reform  schools  may  be  bound  only  for  the  terms  for  which  they  were  com- 
mitted. 

Considerations  of  money  or  other  things  paid  or  allowed  by  the  master  upon 
a contract  of  apprenticeship  must  be  paid  or  secured  to  the  sole  use  of  the  ap- 
prentice. Parents,  guardians,  selectmen,  and  overseers  are  required  to  inquire 
into  the  treatment  of  apprentices  bound  by  them  respectively,  and  defend  them 
from  cruelty,  neglect,  and  breach  of  contract  on  the  part  of  the  master. 

No  indenture  of  apprenticeship  is  binding  upon  the  minor  after  the  death 
of  the  master. 

Source : Statutes  of  1894,  sections  2829  to  2854,  3187  to  3189,  5189. 

VIRGINIA. 

A minor  may  be  bound  out  by  the  guardian,  or,  if  there  is  no  guardian,  by 
the  father,  or,  if  there  is  neither  guardian  nor  father,  by  the  mother.  The  con- 
sent, entered  of  record,  of  the  court  of  the  county  or  corporation  in  which 
the  minor  resides  is  necessary  unless  the  minor,  being  14  years  of  age,  gives 
his  consent  in  writing.  An  incorporated  association,  asylum,  or  school  instituted 
for  the  support  and  education  of  destitute  children,  may  bind  out  such  children 
as  have  been  placed  in  its  charge.  Overseers  of  the  poor  of  a county  or  cor- 
poration may,  if  allowed  by  order  of  a court  thereof,  bind  out  any  minor  found 
begging  in  such  county  or  corporation,  or  who  is  likely  to  become  chargeable 
thereto. 


110 


APPRENTICESHIP  AND  INDUSTRIAL  EDUCATION. 


The  term  of  apprenticeship  must  continue  until  the  apprentice  attains  the  age 
of  21  years  if  a boy  and  18  years  if  a girl.  In  the  case  of  a minor  placed  in  an 
asylum,  school,  etc.,  he  can  only  be  bound  for  the  period  for  which  he  was 
placed  in  such  institution. 

An  apprentice  must  be  taught,  in  addition  to  his  trade,  reading,  writing,  and 
common  arithmetic,  including  the  rule  of  three.  The  money  which  the  master 
is  to  pay  for  any  year  except  the  last,  must  at  the  end  of  the  year  for  which 
it  is  payable,  be  paid  to  the  father  or  mother,  or  part  to  each  as  the  court  may 
direct,  or  it  may  be  reserved  to  be  paid  to  the  apprentice  at  the  end  of  the  term 
With  interest.  The  money  which  the  master  is  to  pay  for  the  last  year  must 
be  paid  at  the  end  thereof  to  the  apprentice. 

It  is  unlawful  for  any  person  to  entice,  take,  or  carry  away  an  apprentice, 
or  knowingly  to  employ,  conceal,  or  harbor  an  apprentice  who  has  deserted 
the  service  of  his  master.  No  apprentice  may  be  taken  out  of  the  county  by 
the  master  without  the  leave  of  the  county  court.  If  a master  takes  an  ap- 
prentice out  of  the  county  and  remains  more  than  one  month,  the  apprentice 
ceases  to  be  bound  by  the  indenture. 

Source:  Code  of  1888,  sections  2581  to  2596. 

WASHINGTON. 

The  county  commissioners  may  bind  out  a minor  likely  to  become  chargeable 
to  the  county,  either  because  of  its  being  an  orphan  or  because  its  parents  or 
other  relatives  are  unable  or  refuse  to  support  it. 

Source : Codes  and  Statutes  of  1897,  section  379. 

WEST  VIRGINIA. 

A minor  may  be  bound  out  by  the  father;  if  there  be  no  father,  by  the 
guardian,  or,  if  there  is  neither  father  nor  guardian,  by  the  mother.  The  con- 
sent, entered  of  record,  of  the  county  court  of  the  county  where  the  minor 
resides  is  necessary,  unless  the  minor,  being  14  years  of  age,  gives  his  consent 
in  writing.  The  clerk  of  a county  may  bind  out  any  minor  who  is  found  beg- 
ging therein  or  who  is  likely  to  become  chargeable  thereto.  Male  inmates  of 
the  reform  school  may  be  bound  out  by  the  directors  of  said  school. 

The  term  of  apprenticeship  must  be  until  21  years  of  age  in  the  case  of  a boy 
and  18  years  in  the  case  of  a girl. 

Besides  teaching  the  apprentice  a trade  the  master  is  required  to  instruct  him 
in  reading,  writing,  and  common  arithmetic.  The  money  which  a master  is  to 
pay  for  any  year  except  the  last  must,  at  the  end  of  the  year  for  which  it  is 
payable,  be  paid  to  the  father,  the  mother,  or  part  to  each  as  the  court  may 
direct,  or  it  may  be  reserved  to  be  paid  to  the  apprentice  at  the  end  of  liis  term 
with  interest.  The  money  for  the  last  year  must  be  paid  to  the  apprentice. 

It  is  unlawful  to  conceal  or  harbor  an  apprentice  who  has  deserted  his 
master.  The  master  is  not  permitted  to  take  the  apprentice  out  of  the  county 
without  the  leave  of  the  county  court,  and  if  he  does  so  without  leave  and  keeps 
the  apprentice  out  of  the  county  for  more  than  one  month,  the  continuance  of 
the  apprenticeship  is  optional  with  the  apprentice. 

Source : Code  of  1899,  chapter  81,  sections  1 to  14. 

WISCONSIN. 

A minor  may  bind  himself  out  of  his  own  free  will  with  the  consent  of  the 
father,  or,  if  he  is  dead  or  not  in  legal  capacity  to  give  consent  or  shall  have 
abandoned  and  neglected  to  provide  for  his  family  and  such  fact  be  certified  by 
a justice  of  the  peace  of  the  town  and  indorsed  on  the  indentures,  then  of  the 
mother ; if  she  is  dead  or  not  in  a legal  capacity  to  give  consent,  then  of  the 
guardian ; if  there  are  no  parents  living  or  none  in  legal  capacity  to  give  con- 
sent and  no  guardian,  then  of  the  supervisors  or  any  two  justices  of  the  peace 
of  the  town  where  the  minor  resides.  If  a minor  is  illegitimate  the  consent  of 
the  mother  is  necessary  whether  its  putative  father  is  living  or  not.  Minors 
who  have  become  or  are  likely  to  become  chargeable  to  any  town  may  be  bound 
out  as  apprentices  by  the  supervisors.  The  managers  of  the  industrial  school 
for  boys  may  bind  out  those  committed  to  their  care  with  the  consent  of  their 
parents  or  guardians,  if  they  have  any. 

An  apprentice  may  be  bound,  if  a male,  until  the  age  of  21  years,  and  if  a 
female,  until  the  age  of  18  years,  or  until  her  marriage  within  that  time,  or 
for  any  shorter  period. 


DIGEST  OF  APPRENTICE  LAWS. 


Ill 


The  master  must  obligate  himself,  in  the  indenture,  to  provide  for  instructing 
the  apprentice  in  some  trade  or  profession,  for  teaching  him  to  read  and  write, 
for  instructing  him  in  the  general  rules  of  arithmetic,  and  for  such  other 
instruction,  benefit,  and  allowance  as  may  be  agreed  upon.  At  the  end  of  the 
term  he  must  give  the  apprentice  a new  Bible.  All  considerations  of  money 
or  other  things  paid  or  allowed  by  the  master  upon  any  indenture  of  apprentice- 
ship must  be  paid  or  secured  to  the  sole  use  of  the  minor. 

It  is  unlawful  to  accept  from  an  apprentice  any  contract  or  agreement,  or  to 
cause  him  to  be  bound  by  oath  or  otherwise  that,  after  his  term  of  service  has 
expired,  he  shall  not  set  up  his  trade,  profession,  or  employment  in  any  par- 
ticular place,  or  to  exact  from  an  apprentice,  after  his  term  of  service  has 
expired,  any  money  or  other  thing  for  using  and  exercising  his  trade,  profession, 
or  employment  in  any  place.  No  indenture  is  binding  upon  the  minor  after  the 
death  of  the  master. 

Source : Annotated  Statutes  of  1898,  sections  1511,  2377  to  2394,  4961,  4964. 

UNITED  STATES. 

A Federal  act  passed  January  12,  1895,  authorizes  the  Public  Printer  to  em- 
ploy such  number  of  apprentices,  not  to  exceed  25  at  any  one  time,  as  in  his 
judgment  is  consistent  with  the  economical  service  of  the  office. 


INDEX 


Academic  instruction,  over-emphasized,  73;  con- 
nected with  shopwork,  71. 

Admission  to  apprentice  school,  60. 

Advantages,  of  apprenticeship  system,  specific,  85; 
well-defined,  73. 

Advocacy  of  one  or  the  other  apprenticeship  system 
prejudicial,  86. 

Advocates  of  industrial  education,  68. 

Age  of  apprentices,  14  to  16,  45. 

Agreement  between  employer,  apprentice,  and 
guardian,  47. 

Alabama,  digest  of  apprentice  laws,  93. 

Alexander,  Magnus  W.,  29. 

Alis-Chalmers  Company,  Cincinnati,  graduate  stu- 
dent system,  52. 

American  Federation  of  Labor,  number  of  mem- 
bers, 27. 

American  Locomotive  Works,  39. 

Apprentice,  may  act  as  substitute  of  workman,  38; 
must  push  himself  forward,  76. 

Apprentice  classes  in  railroad  shops,  37. 

Apprentice  education,  bibliography,  87. 

Apprentice  laws  passed  in  several  States  of  the 
Union,  16. 

Apprentice  school,  for  railroad  men,  35;  students 
learn  during  work  hours,  36. 

Apprentices,  attend  night  schools,  62;  at  12  years  of 
age  preferred,  46;  controlled  outside  of  working 
hours,  57;  forced  to  push  forward,  30;  in  Baldwin 
Locomotive  Works  divided  into  three  classes,  62; 
in  machine  work  serve  five  years,  43;  must  be 
graduates  of  public  schools,  33;  must  impart 
their  knowledge  to  others,  31;  not  having  had  col- 
lege or  high  school  training,  42;  not  to  work  over- 
time, 33;  paid  “on  company  time,”  72;  required 
to  pass  an  examination,  52;  shifted  from  one  ma- 
chine to  another,  to  get  experience,  44;  taught  by 
skilled  laborers  under  pay,  36;  visiting  neighbor- 
ing shops,  39. 

Apprentices’  work  pays,  66. 

Apprenticeship,  determined  by  trade  agreements, 
26;  in  American  trades  unions,  26;  of  girls,  books 
relating  to,  89;  types  of,  9. 

Apprenticeship  agreement,  covers  a term  of  four 
years,  58. 

Apprenticeship  laws  in  France,  88;  Germany,  89; 
Great  Britain,  89;  United  States,  89. 

Apprenticeship  system,  a legal,  15;  appeals  to  em- 
ployers, 74;  appeals  to  workingmen,  74;  attitude 
of  trade  unions  toward,  25;  can  not  meet  problems 
as  can  a trade  school,  75;  description  of,  12;  extent 
of,  17;  in  Austria,  19;  in  Belgium,  21;  in  France, 
23;  in  Germany,  22;  in  Hungary,  24;  in  Switzer- 
land, 23;  in  United  States,  17;  its  basis  of  mutual 
agreement,  75;  mixed  types,  61;  old  compared 
with  new  system,  50;  old,  does  not  meet  present 
conditions,  68;  old,  no  return  to,  68;  old,  replaced 
by  public  education,  68;  origin  of,  14;  relation  to 
industrial  education,  1,  9;  special,  66,  77;  substi- 
tute for  a trade  school,  73;  wrhich  controls  the  stu- 
dents, outside  of  work  hours,  57. 

Arbitration  committees  to  adjust  labor  disputes,  20. 

Arithmetic  for  the  machinist,  82. 

Arkansas,  digest  of  apprentice  laws,  93. 

Art  and  mysteries  of  trade,  69. 

Association,  national,  of  machine  tool  builders,  66; 
for  protection  of  apprentices  in  France,  24. 

Attendance,  faithful,  a condition  of  apprenticeship, 
42;  of  apprentice  classes,  37. 

Attitude  of  labor  toward  apprenticeship,  16;  of 
manufacturers  toward  the  trade  schools,  12;  of 
railroads  toward  the  apprentice  schools,  41;  of 
trade  unions  toward  apprenticeship,  25. 

Austria,  apprenticeship  system,  19. 

56560—08 8 


Baldwin  Locomotive  Works,  apprenticeship  sys- 
tem, 61,  72. 

Balliet,  Dr.,  on  evening  schools,  81. 

Beginner,  paid  12  cents  an  hour,  78. 

Belgium,  apprenticeship  system,  21. 

Bend  in  the  efficiency  curve,  30. 

Bibliography  of  apprentice  education,  87. 

Bonus  given  at  completion  of  term  of  service,  71. 

Bookbinders,  apprentices,  89. 

Book-making  trades  have  apprenticeship  systems, 
70. 

Boys,  ability  “to  hang  on,”  84;  anxious  to  enter 
apprenticeship,  33;  fitted  for  particular  work,  70; 
for  general  shop  courses,  77;  given  work  to  “try 
them  out,”  84;  hired  by  the  employment  depart- 
ment, not  by  specialists,  84;  in  apprentice  classes 
of  the  railroad  companies,  38;  indentured  to  mas- 
ter craftsman,  68;  when  apprentices,  not  paid,  43. 

Breaking  a year  out  of  the  college  course,  56. 

Brown,  Commissioner  Elmer  Ellsworth,  letter  of 
transmittal,  5. 

Brown  & Sharpe  Manufacturing  Company,  appren- 
tices, 32,  64. 

Brown-Ketcham  Iron  Works,  apprenticeship  sys- 
tem, 61. 

Building  trades,  apprentices,  90. 

Bullard  Machine  Tool  Company,  apprenticeship 
system,  65. 

Bulletins  of  the  Bureau  of  Education,  3. 

Bullock  Works,  Cincinnati,  graduate  student  sys- 
tem, 52.  55. 

Bureau  of  Education,  17;  bulletins,  3. 

Bureau  of  statistics  and  labor,  Massachusetts,  18. 

Burlingame,  Luthej  D.,  64. 

California,  digest  of  apprentice  laws,  93. 

Care  for  interests  of  apprentices,  76. 

Case  school  of  applied  science,  Cleveland,  18. 

Chance  to  earn  as  well  as  learn,  73. 

Chemistry  for  the  textile  worker,  82. 

Chicago  Workingmen’s  Advocate,  16. 

Cincinnati  Milling  Machine  Co.,  apprenticeship 
system,  47,  56. 

Class-room  instruction  part  of  apprenticeship  sys- 
tem, 29. 

Class-room  work  for  apprentices  of  railroad  shops,  42. 

Code,  industrial,  in  Austria,  20. 

College  course,  breaking  a year  out,  56. 

Colorado,  digest  of  apprentice  laws,  94. 

Combination  of  apprenticeship  and  academic  edu- 
cation, 9. 

Commission  on  industrial  and  technical  education, 
Massachusetts,  13. 

Commissioner  of  Labor,  10th  special  report,  93. 

Common  schools,  industrial  courses  in,  13. 

Comprehension  of  needs  of  apprenticeship  system, 
70. 

Compulsory  school  age  in  the  United  States,  13. 

Concerns  do  not  agree  in  methods  for  academic  in- 
struction, 72;  having  a system  of  apprentices, 
arrange  for  academic  work,  71. 

Conclusions  concerning  apprenticeship  systems,  67. 

Conditions,  changing,  in  machine  manufacturing, 
77;  which  make  shops  look  for  trade  schools,  75. 

Connecticut,  digest  of  apprentice  laws,  94. 

Considerations  concerning  apprenticeship  system, 
67. 

Continuation  schools  in  Germany,  82. 

Contract  for  special  apprenticeship,  78. 

Control  of  apprentices  outside  of  working  hours,  57. 

Convention,  15th  annual,  of  Society  for  Promotion 
of  Engineering  Education,  54. 

Cooperative  courses  in  engineering,  54. 

Cooperative  student  work,  55. 


113 


114 


INDEX. 


Correspondence  school  work  for  apprentices,  72. 

Course  of  apprentice  training,  four  years,  33. 

Course  of  study,  in  apprentice  school  of  Ludlow’s, 
tentative,  45;  in  apprentice  school  of  R.  Hoe  & 
Co.,  GO;  in  apprentice  school  of  Westinghouse  Co., 
40. 

Courses  in  engineering,  Cincinnati  University,  54. 

Courses  of  problems,  and  drawing  for  apprentices,  37. 

Cresson  (Geo.  V.)  Co.,  apprenticeship  system,  51. 

Cross,  C.  W.,  35. 

Cross  and  Russell,  investigation  of  apprenticeship 
system,  43. 

Daily  Evening  Voice,  Boston,  15. 

Day  school  of  the  Westinghouse  Co.,  46. 

Decadence  of  practice  of  indenturing  apprentices, 
70. 

Decline  of  mechanical  skill,  14. 

Delaware,  digest  of  apprentice  laws,  95. 

Delaware  and  Hudson  R.  R.  apprentice  school,  44. 

Demand  for  trade  schools,  78. 

Description  of  apprenticeship  systems,  12. 

Difference,  between  factory  and  handicraft  trades, 
20;  between  trade  school  and  half-time  trade 
school,  83. 

Digest  of  apprentice  laws,  93. 

Disadvantages  of  apprentice  schools,  84,  85. 

Discharge  for  nonattendance  of  apprentice  school, 
43. 

District  of  Columbia,  digest  of  apprentice  laws,  95. 

Douglas  Commission,  Massachusetts,  13,  79. 

Drawing,  a chief  study  in  apprentice  school,  49; 
mechanical,  taught  to  apprentices,  29. 

Drexel  Institute,  Philadelphia,  63. 

Economy,  foreman’s  aim,  76. 

Education,  academic,  9;  engineering,  promotion  of, 
54;  industrial,  1,  9;  in  special  trades,  books  relat- 
ing to,  89;  of  apprentices,  bibliography,  87;  of  ap- 
prentices in  France,  91 ; in  Germany,  92;  in  Great 
Britain,  92;  public,  replacing  apprenticeship,  68. 

Efficiency  of  education  recognized,  72. 

Efficiency  curve,  bend  in,  30. 

Efforts  made  in  Belgium  to  aid  the  apprenticeship 
system,  21. 

Elements  of  mechanical  drawing,  42. 

Employers,  compelled  to  teach  the  whole  trade,  16; 
in  favor  of  skilled  labor,  15;  opposed  to  industrial 
education,  rare,  69. 

Engineering,  electrical,  54;  mechanical,  53;  mining, 

53. 

Engineers,  electrical,  apprentices,  90;  mechanical, 
90. 

England,  lack  of  apprenticeship  system,  25. 

Establishments,  industrial,  have  schoolrooms,  71; 
industrial,  proprietors  of,  not  blind,  69. 

Estimate  of  apprentice’s  personality  and  progress, 
39. 

Europe,  apprenticeship  system,  19. 

Evening  school,  instruction  for  apprentices,  72; 
public,  agency  of  supplemental  education,  81. 

Examinations  of  apprentices,  30. 

Expense  of  special  courses,  75. 

Experiences  of  manufacturers,  in  apprenticeship 
systems,  82. 

Experiment  of  cooperative  courses  in  engineering, 

54. 

Exploitation  of  a boy  by  employer,  58. 

Extent  of  apprenticeship  system,  17. 

Factory,  can  not  give  graded  lessons,  as  school  does, 
85;  introduction  of  modern,  9. 

Faculty  to  impart  knowledge  developed,  32. 

Faults  of  the  old  apprentice  system,  65. 

Features  of  the  apprentice  courses  in  railroad  shops, 
37. 

Fincher’s  Trade  Review,  16. 

Firms,  some,  make  no  provision  for  academic  in- 
struction, 81. 

Florida,  digest  of  apprentice  laws,  95. 

Foreman,  represents  the  company,  76;  strives  for 
economy  and  cheapness  of  production,  76. 

Foremen,  object  to  training  apprentices,  29;  risen 
from  apprentice  boys,  74;  utilize  apprentices  as 
errand  boys,  30;  and  workmen,  sometimes  nar- 
row-minded, 84. 

Fore  River  Shipbuilding  Co.,  32,  72. 

Foundrymen,  apprentices,  90. 

France,  apprenticeship  system,  23;  association  for 
protection  of  apprentices,  24. 


Gardeners,  apprentices,  90. 

General  Electric  Co.,  28,  34,  36,  65,  72. 

General  Electric  Co.’s  system  adopted  by  other 
companies,  51. 

Georgia,  digest  of  apprentice  laws,  96. 

Germany,  apprenticeship  system,  22;  continuation 
schools,  82;  law  concerning  apprenticeship,  23; 
legislation  to  free  industry  of  restrictions,  22. 

Gingrich,  Chas.  S.,  56. 

Girls  as  apprentices,  books  relating  to,  89. 

Gledhill,  John  A.,  67. 

Gorham  Manufacturing  Co.,  Providence,  67. 

Grand  Central  station  at  New  York,  35. 

Grand  Trunk  Railway,  apprenticeship  system,  43. 

Growth  of  shoe  industry  enormous,  70. 

Guilds,  the  old,  fostered  apprenticeship,  9;  in 
Austria,  declining,  20. 

Habits,  clean  personal,  encouraged,  73. 

Head  workers  should  rise  from  the  ranks,  74. 

High  school,  technical,  at  Springfield,  Mass.,  82; 
Stuyvesant,  N.  Y.,  82.  . 

History  of  textile  industry  studied  by  apprentices, 
46. 

Hoe,  R.,  & Co.,  New  York,  apprenticeship  system, 
60,  84. 

Houston,  Stan  wood  & Gamble  Co.,  apprenticeship 
system,  54. 

Howe,  Charles  S.,  18. 

Hubbard,  Samuel  F.,  59. 

Hungary,  apprenticeship  system,  24. 

Idea  of  earning  money  strong  in  boy,  73. 

Ideal  of  apprenticeship  and  foreman’s  action  at 
cross  purposes,  84. 

Illinois,  digest  of  apprentice  laws,  96. 

Illinois  Central  Railroad,  officials  of,  15. 

Income  of  apprentices  in  five  years,  59;  of  which  one 
year  in  school,  60. 

Indenture,  for  one  department  only,  77;  form 
adopted  by  school  of  printing,  58;  guarantees  con- 
tinuous service  of  the  boy,  59. 

Indentures,  book  relating  to,  89;  old  legal,  14. 

Indiana,  digest  of  apprentice  laws,  97. 

Industrial  education,  in  Austria,  19;  in  Belgium, 
21;  in  France,  23;  in  Germany,  24;  in  Hungary, 
24;  in  Switzerland,  23;  in  United  States,  17;  ap- 
prenticeship system,  1,  9;  books  relating  to,  87; 
prejudice  against,  27;  which  controls  appren- 
tices outside  of  working  hours,  57. 

Industrialism,  no  return  to,  68. 

Industrial  schools,  distinguished  from  trade  schools, 
13;  equipment,  13. 

Industries  located  in  small  cities,  75. 

Influence,  moral,  of  apprentice  school,  45. 

Inquiries  relative  to  apprenticeship,  18. 

Instruction  in  apprentice  scnool,  of  two  kinds,  44. 

Instructors  in  workshops,  38. 

International  Harvester  Co.,  technical  school,  48. 

International  Typographical  Union,  26. 

International  Union  of  Bricklayers,  26. 

Introduction  of  industrial  education,  69. 

Introductory  note  by  Carroll  D.  Wright,  7. 

Investigation  of  apprenticeship  systems  by  in- 
quiries, 19;  by  Messrs.  Cross  A Russell,  43. 

Iowa,  digest  of  apprentice  laws,  97. 

Jewelers,  apprentices,  90. 

Judgment,  value  of  good,  50. 

Kansas,  digest  of  apprentice  laws,  98. 

Kentucky,  digest  of  apprentice  laws,  98. 

Kid,  “let  him  pick  it  up  as  we  did,”  84. 

Labor,  skilled,  one  of  the  greatest  needs,  68 

Laborers,  their  position  upon  the  question  of  ap- 
prenticeship, 16. 

Lack  of  skilled  stone  cutters  in  Belgium,  21. 

Laidlow-Dunn-Gordon  Co.,  apprenticeship  sys- 
tem, 61. 

Lake  Erie  Railroad,  35. 

Laws,  apprentice,  in  the  United  States,  93;  appren- 
tice, passed  in  several  States,  16;  in  Austria,  to 
aid  guilds  and  the  apprenticeship  system,  20;  in 
Germany,  concerning  apprenticeship,  23;  in 
Switzerland,  concerning  apprenticeship,  23. 

Learning  a trade  formerly  meant  shop  sweeping,  68. 

Lo  Blond,  R.  K.,  Machine  Tool  Company,  Cincin- 
nati, apprenticeship  system,  50. 


INDEX. 


115 


Legislation  regarding  handicraft  trades  in  Ger- 
many, 22. 

Length  of  service  of  apprentices,  71. 

Limitation  of  number  of  apprentices,  16,  26. 

List  of  books  relating  to  education  of  apprentices,  87. 
Louisiana,  digest  of  apprentice  laws,  99. 

Louisiana  and  Texas  R.  R.  Co.,  apprenticeship  sys- 
tem, 42. 

Louisiana  Western  R.  R.  Co.,  apprenticeship  sys- 
tem, 42. 

Ludlow  Manufacturing  Co.,  apprentice  school, 
44,  45. 

Ludlow  Textile  School,  83. 

Lupton’s  (David)  Sons  Co.,  apprenticeship  system, 
47. 

McKees  Rocks  shops,  35. 

Maine,  digest  of  apprentice  laws,  99. 

Manufacturers  desire  apprentices,  27. 

Maryland,  digest  of  apprentice  laws,  99. 
Massachusetts,  Commission  on  Industrial  and 
Technical  Education,  13;  digest  of  apprentice 
laws,  100;  State  committed  to  industrial  educa- 
tion, 27. 

Master  craftsman,  boy  indentured  to,  68.  ) 

Mathematics  a chief  study  in  apprentice  school,  49. 
Methods  of  training  apprentices,  78;  recording  ap- 
prentices’ advancement,  34. 

Michigan,  digest  of  apprentice  laws,  100. 

Minneapolis,  St.  Paul,  and  Sault  Ste.  Marie,  ap- 
prentice school,  43. 

Minnesota,  digest  of  apprentice  laws,  101. 

Mississippi,  digest  of  apprentice  laws,  101. 

Missouri,  digest  of  apprentice  laws,  101. 

Money  earning,  the  idea  of  boy  in  his  teens,  73. 
Montana,  digest  of  apprentice  laws,  102. 

Motley,  Dr.  James  M.,  26. 

National  Association  of  Machine  Tool  Builders,  18, 
66,80. 

National  Railway  Engineers,  17. 

Nevada,  digest  of  apprentice  laws,  102. 

New  Hampshire,  digest  of  apprentice  laws,  103. 

New  Jersey,  digest  of  apprentice  laws,  103. 

New  Mexico,  digest  of  apprentice  laws,  104. 

New  York  Central  R.  R.,  19,  34,  36,  65. 

New  York,  digest  of  apprentice  laws,  104. 

Night  school  of  the  Westinghouse  Co.,  46. 

North  Carolina,  digest  of  apprentice  laws,  105. 

North  Dakota,  digest  of  apprentice  laws,  105. 

North  End  Union,  Boston,  apprentice  education, 
57;  apprentice  school,  83. 

Object  to  teach  the  boy  a trade,  71. 

Officers  of  railroad  showing  their  interest  in  ap- 
prentices, 41. 

Officials  of  Illinois  Central  Railroad,  15. 

Ohio,  digest  of  apprentice  laws,  106. 

Oldahoma,  digest  of  apprentice  laws,  106. 

Operations  in  making  a shoe,  70. 

Opinion  that  trade  can  only  be  learned  in  shop,  74. 
Opportunities  equalized  for  all  apprentices,  31;  to 
specialize  given  to  apprentices,  32. 

Oppression  by  employers  cause  of  limiting  num- 
ber of  apprentices,  16. 

Oregon,  digest  of  apprentice  laws,  106. 

Origin  of  modern  apprenticeship  system,  14. 

Pedagogical  principles  in  teaching  apprentices,  71. 
Pennsylvania,  digest  of  apprentice  laws,  106. 
Performance,  faithful,  of  duty  on  part  of  appren- 
tice, 76. 

Petitions  asking  for  apprenticeship  system,  16. 
Philadelphia  N.  E.  Branch  of  Y.  M.  C.  A.,  47. 
Pittsburg  and  Lake  Erie  R.  R.,  apprentice  schools, 
43. 

Possibilities  for  training  employees,  70. 

Power  and  influence  of  trade  schools,  12. 

Practice  in  all  operations  of  production,  85;  in 
shops  in  school,  12. 

Pratt  & Whitney,  Hartford,  67. 

Prejudice  against  any  kind  of  industrial  education, 
27. 

Principles  of  manufacturing  taught,  71. 

Printers,  apprentices,  91. 

Printing  trades  have  apprenticeship  systems,  70. 
Problem,  of  evening  schools,  81;  of  industrial  educa- 
tion, 10;  of  securing  and  holding  apprentices,  40. 


Problems  arranged  for  apprentices,  36. 

Product,  of  an  engineering  school,  54;  of  the  training 
room  is  of  value,  32. 

Production,  cheap,  the  foreman's  aim,  70. 

Programmes  of  industrial  schools,  all  emphasize  aca- 
demic study,  74. 

Proprietors  of  industrial  establishments  not  blind, 
69. 

Prosperity  of  recent  years,  70. 

Provisions,  statutory,  for  apprenticeship,  93. 

Public  most  interested  in  question  of  apprentice- 
ship, 27. 

Questionnaire  concerning  apprentices’  progress,  39. 

Questionsanswered  by  the  system  ofthe  N.  Y.  Cen- 
tral lines,  40. 

Railroad  men,  apprentices,  91. 

Rate  of  pay  of  apprentices,  71. 

Reed  and  Barton,  apprenticeship  system,  67. 

References  relating  to  the  education  of  apprentices, 
87. 

Regulations,  regarding  technical  and  moral  instruc- 
tion of  apprentices,  20;  statutory,  for  apprentices, 
in  the  U.  S.,  25. 

Relations,  of  apprenticeship  to  industrial  education, 
27;  harmonious,  between  employers  and  em- 
ployees, 20. 

Report  of  Mass.  Bureau  of  Statistics  and  Labor,  18. 

Requirements,  entrance,  for  engineering  courses,  55. 

Return,  no,  to  old  apprenticeship  system,  68;  no,  to 
, older  industrialism,  68. 
j Revival  of  system  of  training  labor,  70. 

I Revolution,  industrial,  in  18th  century,  10. 

, Rhode  Island,  digest  of  apprentice  laws,  107. 

Running  errands  may  try  out  a boy,  76. 

Russell,  W.  B.,  35. 

Santa  Fe  Railroad,  apprenticeship  system,  44. 

Schneider,  Hermann,  54. 

School,  gives  graded  lessons,  the  factory  does  not, 
85;  gives  ideas  of  relation  of  parts  to  the  whole,  85; 
gives  opportunity  to  ask  questions,  85;  its  instruc- 
tion is  direct  and  personal,  86;  of  printing,  in  Bos- 
ton, 57;  produces  a profitable  workman  by  giving 
him  shop  work  to  do,  85. 

School  and  shop  intimately  connected,  28. 

Schoolroom  of  apprentices  on  a plane  with  recita- 
tion room  in  college,  41. 

School  training  supplemented  by  shop  training,  70. 

Semple,  Mr.,  superintendent  of  apprentices,  63. 

Shoe,  operations  needed  to  make  one,  70. 

Shoe  industry,  its  enormous  growth,  70. 

Shop  conditions  of  former  times,  68. 

Shop  course  of  study,  71. 

Shop  instruction  is  haphazard  and  accidental,  86. 

Shop  management,  ascertaining  boy’s  ability,  76. 

Shop  superintendents  assign  work"  to  apprentices, 
40. 

Shop  training,  all  around,  77;  supplements  school 
training,  70. 

j Shop  and  school  intimately  connected,  28. 

! Shops,  in  school,  practice  in,  12;  where  apprentice- 
ship system  is  impossible,  75;  with  apprenticeship 
system  in  name  only,  75;  with  indenture  system 
but  no  school  training,  75. 

South  Carolina,  digest  of  apprentice  laws,  107. 
j South  Dakota,  digest  of  apprentice  laws,  108. 
j Southern  Bell  Telephone  Co.,  Atlanta,  operators’ 
school,  48. 

Special  schools  preferred  to  grammar  schools,  73. 

Specialization,  limits  capacity,  78;  tends  to  narrow 
field  of  vision,  80. 

Spring  Garden  Institute,  Philadelphia,  63. 

Student  courses,  cooperative,  54. 

Students  paid  for  services,  55. 

Stuyvesant  Technical  High  School,  82. 

Subdivision,  of  labor,  68. 

Subjects  taught  to  apprentices,  81. 

Superintendent  of  apprentices,  33,  80 

Supervision  of  apprenticeship  system  in  Germany, 

22. 

Supervision  and  instruction  of  apprentices  in  shops, 
36. 

Switzerland,  apprenticeship  system,  23. 

System,  departmental,  of  apprenticeship,  85;  com- 
plex, of  industrial  schools  in  Hungary,  24;  of 
recruiting  skilled  labor,  40. 


116 


INDEX. 


Taylor,  Frederick  W.,  56. 

Teachers,  of-  apprentices,  29;  should  be  masters  of 
pedagogical  principles,  71;  of  evening  schools,  81; 
of  public  schools,  81 

Teaching  connected  with  shop  work,  31. 

Tennessee,  digest  of  apprentice  laws,  108. 

Text-books  for  apprentices,  34,  72. 

Textile  branch,  former  apprenticeship  system  im- 
possible, 69. 

Tompkins  Company,  Charlotte,  N.  C , apprentice 
school,  46. 

Trade,  art  and  mysteries  of,  69;  learning  it  as  a 
whole,  76. 

Trade  agreements  determine  apprenticeship,  26. 

Trade  schools,  do  not  meet  railroad  men’s  needs,  35; 
graduates,  74;  meet  problems  better  than  ap- 
prenticeship system,  75;  never  so  narrow  in  scope 
as  special  apprenticeship,  77;  supplementing 
trade  instruction,  12;  their  power  and  influence, 
12;  train  for  trade  and  develop  the  mind,  82 

Trade  training  in  shop,  69. 

Trades  unions  and  apprenticeship,  books  relating 
to,  89;  their  attitude  toward  apprenticeship  sys- 
tem, 25. 

Trade  unionists  object  to  trade  schools,  12. 

Training  rooms,  for  apprentices,  28;  in  factory,  52. 

Tuition  paid  by  a promissory  note,  59. 

Type  of  industrial  education  which  controls  appren- 
tices outside  of  working  hours,  57. 

Types,  of  apprenticeship  system,  28;  advanced 
type,  35. 

Typographical  Society  of  New  Orleans,  26. 

Underwood  Typewriter  Co.,  Hartford,  67. 

Union  Pacific  R.  R.  apprentice  school,  44. 

United  States,  digest  of  apprentice  laws,  93,  111; 
extent  of  apprenticeship  system,  17:  its  standing 
in  industry,  11;  statutory  regulation  of  appren- 
tices, 25. 

University  of  Cincinnati,  cooperating  with  the  Bul- 
lock Works,  52;  dept,  of  civil  engineering,  54. 


Unwillingness  to  employ  boys  under  16  or  17,  80. 

Utah,  digest  of  apprentice  laws,  109. 

Value,  of  industrial  instruction,  71;  of  time  taught 
in  shop,  86;  of  trade  school  compared  with  that 
of  apprenticeship  system,  79. 

Vermont,  digest  of  apprentice  laws,  109. 

Views  of  manufacturers  on  cooperative  student 
work,  56. 

Virginia,  digest  of  apprentice  laws,  109. 

| Visits  to  neighboring  shops  made  by  apprentices,  39. 

j Wage,  maximum,  at  end  of  four  years,  78. 

Wages,  good,  earned  at  automatic  machines,  78;  of 
apprentices,  58;  gradual  increase,  69. 

Washington,  digest  of  apprentice  laws,  110. 

Western  Electric  Company,  Chicago,  apprentice- 
ship system,  49. 

Westinghouse  Air  Brake  Co.,  apprentice  school,  46. 

Westinghouse  Electric  Company,  apprenticeship 
system,  90. 

West  Virginia,  dig  st  of  apprentice  laws,  110. 

White,  Wm.  FI.,  36. 

William  Tod  Company,  Youngstown,  apprentice- 
ship system,  48. 

Wisconsin,  digest  of  apprentice  laws,  110. 

Woodworkers,  apprentices,  91. 

Work,  expected  of  apprentices,  34;  spoiled,  greatly 
reduced  in  amount,  39. 

Workmen  refuse  “to  be  teachers,”  85. 

Workshop  instructor,  his  work,  38. 

Workshops  for  girls  in  Belgium,  21. 

Wright,  Carroll  D.,  1,  5,  7. 

Yale  and  Towne  Manufacturing  Co.,  Stamford, 
apprenticeship  system,  32,  51,  72. 

Young  Men’s  Christian  Association,  classes  for  ap- 
prentices, 34,  72;  classes  can  not  meet  the  need 
of  apprentices,  41:  night  school  at  Indianapolis 
61 ; schools  in  Philadelphia,  63. 


o 


UNITED  STATES  BUREAU  OF  EDUCATION 


BULLETIN,  1908:  NO.  7 


WHOLE  NUMBER  396 


STATE  SCHOOL  SYSTEMS: 

ii  • 

LEGISLATION  AND  JUDICIAL  DECISIONS  RELATING 
TO  PUBLIC  EDUCATION,  OCTOBER  1, 

1906,  TO  OCTOBER  1,  1908 


By  EDWARD  C.  ELLIOTT 

PROFESSOR  OF  EDUCATION  IN 
THE  UNIVERSITY  OF  WISCONSIN 


WASHINGTON 

GOVERNMENT  PRINTING  OFFICE 
1909 


Fka  n s as 

STATE 


SPECIAL  NOTE. 


The  citations  and  digests  of  the  legal  decisions  relating  to  public  education 
contained  in  this  number  of  the  Bulletin  have  been  derived,  excepting  as  other- 
wise indicated,  from  the  American  Digest,  and  the  National  Reporter  System, 
published  by  the  West  Publishing  Company,  of  St.  Paul,  Minn.,  and  copyrighted 
by  that  company,  which  retains  and  reserves  its  exclusive  rights  to  such  mat- 
ter. Citations  and  digests  from  the  following  publications  are  specifically  copy- 
righted : 

American  Digest,  1905A,  Copyright  1905  by  West  Publishing  Company. 

American  Digest,  1905B,  Copyright  1906  by  West  Publishing  Company. 

American  Digest,  1906A,  Copyright  1906  by  West  Publishing  Company. 

American  Digest,  1906B,  Copyright  1907  by  West  Publishing  Company. 

American  Digest,  1907A,  Copyright  1907  by  West  Publishing  Company. 

American  Digest,  1907B,  Copyright  1908  by  West  Publishing  Company. 

American  Digest,  1908A,  Copyright  1908  by  West  Publishing  Company. 

American  Digest,  1908B,  Copyright  1908  by  West  Publishing  Company. 


CONTENTS. 


Page. 

Letter  of  transmittal 5 

Prefatory  note 7 

General  explanations 9 

Table  of  legislative  sessions 9 

Plan  of  classification 14 

Bibliography 16 

Legislation  relating  to  public  education: 

A.  Administrative  control  and  supervision  of  elementary  and  secondary 

education 21 

B.  State  finance  and  support 73 

C.  Local  finance  and  support 95 

D.  Buildings  and  sites 116 

E.  Teachers  in  elementary  and  secondary  schools 128 

F.  Teachers:  Employment,  etc 138 

G.  Teachers:  Professional  training  and  education 171 

H.  School  population  and  attendance 180 

I.  School  discipline 203 

J.  Health  regulations 208 

K.  Text-books  and  supplies 213 

L.  Subject-matter  of  instruction 226 

M.  Special  types  of  school 231 

N.  Secondary  education:  High  schools  and  academies 238 

O.  Technical  and  industrial — Elementary  and  secondary 245 

P.  Higher  educational  institutions 260 

Q.  Professional  and  higher  technical  education 272 

R.  Private  and  endowed  higher  institutions 281 

S.  Libraries # 284 

T.  Education  of  defectives 286 

U.  Education  of  dependents  and  delinquents 291 

Recent  decisions  of  federal  and  state  supreme  courts: 

Explanatory  statement 299 

Jurisdiction  of  state  departments  of  education: 

I.  New  York:  People  ex  rel.  Walrath  v.  O’Brien 299 

II.  New  York:  Harris  v.  Draper 303 

Status  of  evening  high  schools: 

III.  California:  San  Francisco  Board  of  Education  v.  Hyatt 306 

Status  of  kindergartens: 

IV.  California:  Los  Angeles  County  v.  Kirk  (state  superintendent).  310 
Sectarian  instruction — Bible  reading : 

V.  New  York:  O’Connor  v.  Hendrick  (school  trustee)  et  al 313 

VI.  Texas:  Church  v.  Bullock  et  al 316 


3 


4 


CONTENTS. 


Recent  decisions  of  federal  and  state  supreme  courts — Continued. 

Health  regulations — vaccination : Page. 

VII.  Illinois:  People  v.  Chicago  Board  of  Education 320 

VIII.  North  Carolina:  Hutchins  v.  Durham  School  Committee 322 

IX.  New  York:  Viemeister  v.  White  (president  of  board  of  educa- 
tion) et  al 324 

X.  Pennsylvania:  Stull  v.  Reber  et  al 326 

Discipline — rules  and  regulations: 

XI.  Illinois:  Wilson  v.  Chicago  Board  of  Education 329 

XII.  Wisconsin:  State  v.  Board  of  School  District  No.  1 333 

Teachers’  salaries: 

XIII.  Pennsylvania:  Houston  v.  Central  Board  of  Education  of  Pitts- 

burg  336 

Teachers’  licenses — revocation : 

XIV.  Indiana:  Stone  (county  superintendent)  v.  Fritts 339 

Transportation  of  pupils: 

XV.  Massachusetts:  Interstate  Consolidated  Street  Railway  Co.  v. 

Commonwealth  of  Massachusetts 342 

Index 345 


% 


LETTER  OF  TRANSMITTAL. 


Department  of  the  Interior, 

Bureau  of  Education, 

IF ashing  ton,  November  10, 1908. 

Sir:  I have  the  honor  to  transmit  herewith  a manuscript  entitled 
“State  School  Systems:  Legislation  and  Judicial  Decisions  relating 
to  Public  Education,  October  1,  1906,  to  October  1,  1908,”  which  has 
been  prepared  by  Prof.  Edward  C.  Elliott,  of  the  University  of  Wis- 
consin, and  to  recommend  its  publication  in  the  Bulletin  of  the 
Bureau  of  Education. 

Two  years  ago  Professor  Elliott  prepared  a similar  digest,  cov- 
ering the  two-year  period  from  October  1,  1904,  to  October  1,  1906. 
This  was  intended  particularly  for  the  use  of  state  education  offices 
and  the  education  committees  of  the  state  legislatures  then  about 
to  convene.  Abundant  evidence  has  been  received  of  the  usefulness 
of  that  publication  to  the  officials  for  whose  use  it  was  primarily 
intended,  and  also  to  many  other  persons  engaged  in  the  compara- 
tive study  of  educational  legislation  and  administration.  The  digest 
herewith  presented  has  been  prepared  in  a more  leisurely  and  thor- 
ough manner  than  was  possible  in  the  case  of  the  earlier  publica- 
tion, and  will,  it  is  believed,  be  found  still  more  serviceable  in  many 
directions.  The  object  chiefly  in  view  in  offering  it  for  publication 
is  the  same  as  that  set  forth  above  in  the  case  of  the  legislative 
number  of  the  Bulletin  of  1906.  It  is  believed  that  it  will  answer 
numerous  inquiries  which  are  likely  to  arise  in  the  course  of  legis- 
lative procedure  affecting  education  in  the  several  States,  and  that 
in  this  way  it  will  contribute  in  no  small  measure  to  the  end  pro- 
posed for  the  Bureau  of  Education  in  the  act  of  March  2,  1867,  estab- 
lishing this  office,  that  of  “ diffusing  such  information  respecting  the 
organization  and  management  of  schools  and  school  systems  * * * 

as  shall  aid  the  people  of  the  United  States  in  the  establishment  and 
maintenance  of  efficient  school  systems,  and  otherwise  promote  the 
cause  of  education  throughout  the  country.” 

Very  respectfully, 

Elmer  Ellsworth  Brown, 

Commissioner. 

The  Secretary  of  the  Interior. 


PREFATORY  NOTE. 


The  following  work,  relating  to  current  educational  legislation 
and  judicial  decisions  in  the  United  States  as  generally  affecting  the 
organization  and  administration  of  the  state  school  systems,  was 
undertaken  at  the  instance  of  the  Commissioner  of  Education  of  the 
United  States,  Dr.  Elmer  Ellsworth  Brown.  It  is  in  continuation  of 
the  plan  inaugurated  two  years  ago,  which  resulted  in  a similar  pub- 
lication covering  the  period  1904-1906  (Bulletin,  1906:  No.  3).  The 
very  evident  wide  usefulness  of  that  publication,  together  with  its 
cordial  reception  by  those  for  whom  it  was  intended,  seem  to  justify 
its  successor  at  this  time. 

The  work  of  preparation  of  the  present  number  has  been  carried 
forward  principally  in  the  Wisconsin  state  library  and  the  law  library 
of  the  University  of  Wisconsin,  at  Madison.  To  the  members  of 
the  staff  of  each  of  these  libraries  I am  indebted  in  the  largest  measure 
for  their  continued  and  courteous  assistance  in  placing  the  necessary 
facilities  at  my  disposal.  In  this  connection  I desire  especially  to 
mention  Mr.  Gilson  G.  Glazier,  librarian,  and  Mr.  William  H. 
Orvis,  assistant  librarian,  of  the  state  library.  Dr.  Charles  McCarthy, 
librarian  of  the  Wisconsin  legislative  reference  library,  has  by  his 
advice  and  continued  helpfulness  furthered  in  numerous  ways  the 
progress  of  my  task.  Mr.  W.  L.  Bailey  and  Miss  Elizabeth  McKee,  of 
the  University  of  Wisconsin,  have  rendered  much  timely  and  valuable 
aid  in  the  correction  of  the  manuscript  and  proof. 

The  conditions  under  which  this  work  was  undertaken  would  have 
made  impossible  the  incorporation  of  those  portions  dealing  with  judi- 
cial decisions  relating  to  education  had  not  Mr.  H.  E.  Randall,  editor- 
in-chief  of  the  West  Publishing  Company,  generously  granted  per- 
mission to  make  use  of  invaluable  copyrighted  material. 

With  but  one  or  two  exceptions  the  various  state  superintendents 
of  public  instruction,  or  the  corresponding  state  educational  officers, 
have  responded  to  a request  for  information  regarding  the  character 
and  importance  of  the  legislation  enacted  in  their  several  States  dur- 
ing the  period  under  consideration.  The  assistance  of  these  officers 
has  added  much  to  the  value  and  quality  of  the  results  I have 
attempted  to  set  forth,  and  I take  this  opportunity  of  expressing  my 
appreciation  of  sjich  assistance. 


8 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


Throughout,  the  spirit  of  hearty  cooperation,  characteristic  of  the 
attitude  of  all  those  upon  whom  I have  had  to  depend,  and  especially 
so  of  the  various  members  of  the  staff  of  the  Bureau  of  Education, 
has  contributed  to  make  my  work  far  less  arduous  and  far  more 
profitable  than  it  otherwise  would  have  been. 

In  spite  of  the  care  in  preparation,  a piece  of  work  of  this  kind 
contains  possibly  some  minor  errors.  For  these,  and  perhaps  larger 
ones,  I alone  am  responsible. 

The  University  of  Wisconsin, 

November  I,  1908. 


Edward  C.  Elliott. 


STATE  SCHOOL  SYSTEMS:  LEGISLATION  AND 
JUDICIAL  DECISIONS  RELATING  TO  PUBLIC 
EDUCATION,  OCTOBER  1,  1906,  TO  OCTOBER  1, 
1908. 


GENERAL  EXPLANATIONS. 

Scope  and  plan. — In  the  following  pages  an  attempt  has  been  made 
to  classify  and  to  analyze  the  changes  wrought  in  the  public  school 
systems  of  the  various  States  and  Territories  by  the  legislative  meas- 
ures enacted  during  the  past  two  years,  October  1,  1906,  to  October 
1,  1908.  Supplementary  to  this  legislative  material,  there  are  also 
included  digests  of  or  citations  to  those  decisions  of  the  state  supreme 
courts  containing  important  interpretations  of  statutes  relating  to 
public  education,  or  defining  in  a significant  way  the  status  of  the 
public  schools. 

Legislative  sessions  are  biennial  in  all  the  States  and  Territories 
except  in  Georgia,  Massachusetts,  New  Jersey,  Ne\v  York,  Rhode 
Island,  and  South  Carolina,  where  they  are  annual,  and  in  Alabama, 
where  they  are  quadrennial.  Consequently,  the  period  selected 
includes  the  enactments  of  one  session  of  the  legislature  in  most  of 
the  States  and  all  of  the  Territories,  and  of  two  sessions  in  the  case 
of  the  States  holding  annual  sessions.®  In  addition,  the  acts  of  extra 
legislative  sessions  held  in  several  of  the  States  have  been  examined 
for  measures  relative  to  the  public  school  system. 

The  following  table  displays  the  time  of  meeting  of  those  legisla- 
tures the  enactments  of  which  have  been  presented : 


Table  of  legislative  sessions,  October  1,  1906,  to  October  1,  1908. 


Alabama 

Jan. 

8, 1907,  to  Mar. 

6, 1907 

Alabama  (adjourned) 

July 

12, 1907,  to  Aug. 

12, 1907 

Arizona 

Jan. 

21, 1907,  to  Mar. 

21, 1907 

Arkansas 

Jan. 

14, 1907,  to  May 

14, 1907 

California 

Jan. 

7, 1907,  to  Mar. 

12, 1907 

Colorado 

Jan. 

2, 1907,  to  Apr. 

1, 1907 

Connecticut 

9, 1907,  to  Aug. 

1, 1907 

Delaware 

Jan. 

1, 1907,  to  Mar. 

25, 1907 

“ The  acts  of  the  1908  session  of  the  legislature  of  Georgia  have  been  excluded,  owing 
to  the  delay  in  printing.  The  acts  of  the  1906  session,  excluded  on  this  account  from 
the  bulletin  issued  in  1906,  have  been  included  here. 


9 


10 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


Florida 

Apr. 

2, 1907,  to  May 

31, 1907 

[June 

27, 1906,  to  Aug. 

16, 1906 

Georgia 

< June 

26, 1907,  to  Aug. 

17, 1907 

[June 

24, 1908,  to  Aug. 

13, 1908 

Idaho 

Jan. 

7, 1907,  to  Mar. 

8, 1907 

Illinois 

Jan. 

9, 1907,  to  May 

16, 1907 

Indiana 

Jan. 

10, 1907,  to  Mar. 

11, 1907 

Indiana  (extra) 

Sept. 

18, 1908,  to  Sept. 

30, 1908 

Iowa 

Jan. 

14, 1907,  to  Apr. 

9, 1907 

Kansas 

Jan. 

8, 1907,  to  Mar. 

14, 1907 

Kansas  (extra) 

Jan. 

16, 1908,  to  Feb. 

4, 1908 

Kentucky 

Jan. 

7, 1908,  to  Mar. 

17, 1908 

Louisiana  (extra) 

Nov. 

11, 1907,  to  Dec. 

5, 1907 

Louisiana 

May 

11, 1908,  to  July 

9, 1908 

Maine 

Jan. 

2, 1907,  to  Mar. 

28, 1907 

Maryland 

Jan. 

1, 1908,  to  Apr. 

9, 1908 

f Jan. 

2, 1907,  to  June 

28, 1907 

Massachusetts ' 

Ijan. 

1, 1908,  to  June 

13, 1908 

Michigan 

Jan. 

2, 1907,  to  June 

29, 1907 

Minnesota 

Jan. 

8, 1907,  to  Apr. 

24, 1907 

Mississippi 

Jan. 

7, 1908,  to  Apr. 

21, 1908 

Missouri 

Jan. 

2, 1907,  to  Mar. 

16, 1907 

Missouri  (extra) 

Apr. 

9, 1907,  to  May 

13, 1907 

Montana. 

Jan. 

7, 1907,  to  Mar. 

7, 1907 

Nebraska 

Jan. 

1, 1907,  to  Apr. 

4, 1907 

Nevada 

Jan. 

21, 1907,  to  Mar. 

21, 1907 

New  Hampshire 

Jan. 

2, 1907,  to  Apr. 

5, 1907 

New  Jersey 

Jan. 

8, 1907,  to  Apr. 

13, 1907 

New  Jersey  (extra) 

June 

18, 1907,  to  Oct. 

12, 1907 

New  Jersey 

Jan. 

14, 1908,  to  Apr. 

14, 1908 

New  Mexico 

Jan. 

21, 1907,  to  Mar. 

21, 1907 

New  York 

Jan. 

2, 1907,  to  June 

26, 1907 

New  York  (extra) 

July 

8, 1907,  to  July 

26, 1907 

New  York 

Jan. 

1, 1908,  to  Apr. 

23, 1908 

New  York  (extra) 

May 

11, 1908,  to  June 

11, 1908 

North  Carolina 

Jan. 

9, 1907,  to  Mar. 

11, 1907 

North  Carolina  (extra) 

Jan. 

21, 1908,  to  Feb. 

3, 1908 

North  Dakota 

Jan. 

8, 1907,  to  Mar. 

8, 1907 

Ohio 

Jan. 

6, 1908,  to  May 

11, 1908 

Oklahoma 

Dec. 

2, 1907,  to  May 

26, 1908 

Oregon. 

Jan. 

14, 1907,  to  Feb. 

23, 1907 

Pennsylvania 

Jan. 

1, 1907,  to  May 

16, 1907 

i 1 

Jan. 

1, 1907,  to  Apr. 

23, 1907 

Rhode  Island \ 

Jan. 

7, 1908,  to  May 

26, 1908 

( 

Jan. 

8, 1907,  to  Feb. 

16, 1907 

South  Carolina \ 

Jan. 

14, 1908,  to  Mar. 

7, 1908 

South  Dakota 

Jan. 

8, 1907,  to  Mar. 

8, 1907 

Tennessee 

Jan. 

5, 1907,  to  Apr. 

16, 1907 

/ 

Jan. 

8, 1907,  to  Apr. 

12, 1907 

Texas \ 

Apr. 

12, 1907,  to  May 

11, 1907 

Utah 

Jan. 

14, 1907,  to  Mar. 

14, 1907 

Vermont 

Oct. 

3, 1906,  to  Dec. 

20, 1906 

Virginia 

Jan. 

8, 1908,  to  Mar. 

27, 1908 

GENERAL  EXPLANATIONS. 


11 


Washington Jan.  14, 1907,  to  Mar.  14,1907 

/Jan.  9, 1907,  to  Feb.  . 22, 1907 
West  Virginia \Feb.  23,  1907 ? to  Mar  5j  1907 

West  Virginia  (extra) Jan.  28, 1908,  to  Mar.  3,1908 

Wisconsin Jan.  9, 1907,  to  July  16,1907 

Wyoming Jan.  8, 1907,  to  Feb.  16, 1907 


To  accomplish  the  purposes  for  which  the  bulletin  is  immediately 
intended  in  as  direct  and  brief  a manner  as  possible,  legislative 
enactments  of  the  following  specific  character  pertaining  to  state 
school  systems  have  been  included : 

(1)  All  general  permanent  laws,  whether  new  enactments  or 
amendments  to  general  permanent  laws  already  in  force. 

(2)  Constitutional  amendments,  adopted  or  proposed,  whether 
general  or  local  in  their  effect. 

(3)  Laws  resulting  in  significant  changes  in  the  organization  and 
administration  of  public  education  in  the  larger  and  more  impor- 
tant cities  of  each  State,®  even  when  general  in  form  and  special  in 
application;  provisions  of  new  municipal  charters,  and  amendments 
to  existing  charters. 

(4)  Laws  authorizing  special  appropriation  for  the  establishment 
of  a new  educational  institution  or  class  of  institutions,  and  extraor- 
dinary appropriations  of  wide  general  interest. 

(5)  Laws  relating  to  the  general  administration,  control,  and 
management  of  particular  state  educational  institutions.6 

The  following  classes  of  legislation  have  been  excluded  from  con- 
sideration : 

(1) .  Laws  providing  for  general  appropriations. 

(2)  Special  acts  relating  to  particular  individuals  or  minor 
localities. 

(3)  Special  and  temporary  acts,  unless  of  more  than  local  or 
transitory  concern.® 

(4)  Federal  and  local  legislation  relating  to  education  in  the  Dis- 
trict of  Columbia,  Alaska,  Hawaii,  Porto  Rico,  Philippine  Islands, 
and  other  insular  possessions.5 


° Such  laws  are,  however,  with  few  exceptions,  m«-ely  classified  and  digested  in  the 
briefest  possible  manner.  They  have  been  reserved  for  complete  analysis  and  treatment 
in  a separate  bulletin  dealing  with  city  school  systems,  which  is  in  preparation  and  to  be 
issued  later. 

b Legislative  measures  relating  to  certain  classes  of  reformatory,  charitable,  and  quasi 
educational  institutions  have  generally  been  omitted  ; for  complete  explanation  see  foot- 
note under  section  T,  “ Education  of  defectives.” 

c For  instance,  the  appointment  of  the  commission  on  industrial  education  in  New 
Jersey  (see  enactment  No.  1284)  ; or  the  appointment  of  the  Collinwood  School  fire  relief 
commission  in  Ohio  (see  enactment  No.  37)  ; or  the  joint  resolution  of  the  Wisconsin 
legislature  (enactment  No.  55)  concerning  a national  system  of  education  are  included. 

d The  legislation  relating  to  education  enacted  by  the  59th  Congress  (1905-7)  was  sum- 
marized in  the  Report  of  the  Commissioner  of  Education  for  1906,  vol.  2,  pp.  1229-55  ; 
that  by  the  1st  session  of  the  60th  Congress  (beginning  Dec.  2,  1907)  in  the  Report  for 
1908,  vol.  1,  pp.  109-120. 


12  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

In  addition  to  the  legislation  above  noted,  digests  of  and  citations 
to  recent  decisions  of  the  highest  state  courts  of  the  following  general 
character  have  been  likewise  included : 

(1)  Those  relative  to  the  constitutionality  of  important  statutes 
concerning  public  education. 

(2)  Those  presenting  special  interpretations  of  measures  enacted 
during  the  biennium  1906-1908. 

(3)  Those  touching  upon  interests  and  principles  of  direct  and 
vital  importance  to  our  social  policy  in  public  education.® 

Method  of  'presentation . — With  respect  to  the  legislative  material, 
the  aim  has  been  to  present  in  a concise  and  serviceable  manner 
the  meaning  and  contents  of  each  particular  enactment,  classified 
in  accordance  with  the  writer’s  best  judgment.  As  a general  thing 
but  one  entry  has  been  made  for  each  of  those  laws  treating  of  but 
one  particular  topic  or  title.  Frequently,  where  an  enactment  pos- 
sesses a relation  to  two  subjects,  according  to  the  scheme  of  classifi- 
cation, a method  of  cross  reference  has  been  resorted  to.  Thus,  for 
example,  enactment  No.  133  (Kentucky)  contains  several  important 
items.  In  order  to  classify  properly,  several  cross  references  are 
given.  (See  enactments  Nos.  19  and  1239.) 

In  a number  of  cases  wherein  a single  law  treats  of  a number  of 
diverse  subjects  or  titles,  or  wherein  the  amendments  to  the  educa- 
tional code  are  grouped  together  in  a single  act  or  chapter,  an  effort 
has  been  made  to  distribute  the  particular  portions  of  such  measures 
so  that  the  alterations  produced  in  different  directions  would  be  evi- 
dent. Such  distribution  has  been  indicated  in  an  appropriate  man- 
ner, either  by  indicating  a particular  section  of  an  individual  chapter 
or  act,  or  otherwise. 

Each  law  or  separate  title  has  been  treated  in  one  of  three  ways : 

(1)  Unimportant  new  laws  and  amendments  have  been  indicated 
as  briefly  as  possible  by  title  or  otherwise.  Where  the  title  of  the  law 
presents  its  import  in  a clear  and  concise  manner  it  has  been  used, 
sometimes  by  quotation  and  sometimes  by  such  modifications  of  the 
wording  as  would  convey  its  significance  in  the  best  possible  manner. 

(2)  Frequently,  and  esptcially  in  the  ease  of  amendments  to  exist- 
ing statutes,  besides  reference  to  the  particular  subject,  more  or 
less  explanatory  matter  has  been  added  to  bring  out  the  exact  change 
produced. 

(3)  With  important  and  far-reaching  measures,  in  addition  to  the 
title  and  digest  of  the  subject-matter  of  the  enactment,  either  the 
whole  or  the  most  significant  portion  has  been  printed.  * 


a As,  for  example,  the  decision  of  the  United  States  Supreme  Court  upholding  the  con- 
stitutionality of  the  Massachusetts  act  requiring  * street-railway  companies  to  carry 
school  children  for  half  fare.  The  text  of  this  decision  is  given  at  the  end  of  this  bulletin. 


GENERAL  EXPLANATIONS. 


13 


With  respect  to  the  judicial  decisions,  the  method  of  simple  citation 
has  been  employed  in  the  case  of  those  of  minor  importance.  Gen- 
erally, however,  a brief  digest  of  pertinent  points  has  been  included. 
In  a few  instances  a complete  syllabus  of  the  decision  has  been  pre- 
sented. Appended  to  the  main  body  of  classified  legislative  and 
judicial  material,  there  has  been  included  the  complete  text  of  a 
number  of  recent  court  decisions,  which  are  thought  to  be  of  more 
than  passing  interest  to  those  engaged  in  the  work  of  administration 
of  public  education. 

Still  further,  by  way  of  evaluation  of  the  importance  of  laws  and 
decisions  in  the  respective  States,  use  has  been  made  of  the  informa- 
tion furnished  by  the  various  state  superintendents  and  educational 
officers.  Laws  and  decisions  which  they  have  regarded  as  of  the  first 
importance  in  the  development  and  progress  of  the  state’s  educational 
activities  and  system  have  been  indicated  by  an  asterisk  (*). 

Method  of  classification  and  arrangement. — In  order  to  facilitate 
presentation  and  to  render  this  bulletin  of  ready  service  for  reference, 
the  whole  mass  of  the  special  class  of  educational  legislation,  together 
with  the  digests  of  and  citations  to  related  judicial  decisions,  has 
been  carefully  classified  according  to  what  seems  to  be  a logical  and 
consistent  scheme.  At  the  sanje  time,  throughout,  the  effort  has  been 
to  avoid  such  complexity  of  classification  as  would  tend  to  defeat  its 
purpose.  LTnder  each  of  the  headings  indicated  has  been  placed  all 
of  the  matter  properly  belonging  thereto,  arranged  alphabetically  by 
States.  In  addition,  the  enactments  and  decisions  have  been  numbered 
consecutively,  thereby  contributing  to  ease  and  readiness  in  discover- 
ing matter  of  a particular  type.  Citations  to  and  digests  of  judicial 
decisions  have  been  distinguished  from  legislative  enactments  by  pre- 
fixing a capital  “ D ” before  the  reference  number.  The  index  at  the 
close  of  the  bulletin  further  insures  the  discovery  of  legislation  bear- 
ing upon  any  single  topic. 

Typography. — In  the  case  of  each  legislative  item,  the  title  of  the 
measure,  whether  given  verbatim  or  in  modified  form,  is  printed  in 
the  smaller  type  (8  point),  leaded.  Comments  following  the  title  of 
the  measure,  or  a brief  summary  of  its  provisions  are  printed  in  the 
same  type  without  leads.  Direct  quotations  from  the  text  of  the 
measure  are  printed  in  8-point  type  without  leads,  and  are  inclosed 
within  quotation  points. 

The  material  taken  from  judicial  decisions  has  been  treated  in  the 
same  general  way. 

The  reviews  found  in  connection  with  each  classified  group  of  legis- 
lation and  decisions  have  been  printed  in  the  larger  (10-point)  type, 
leaded. 


14 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

PLAN  OF  CLASSIFICATION.® 


A.  General  Administrative  Control  and  Supervision  of  Elementary  and 

Secondary  Education. 

a.  General. 

b.  State  boards  and  officers. 

c.  County  boards  and  officers. 

d.  District,  township,  and  municipal  boards  and  officers. 

e.  School  meetings;  elections;  qualifications  for  voters. 

/.  Administrative  units:  Districts,  townships,  municipalities,  etc.; 
formation  ; division ; consolidation. 

B.  State  Finance  and  Support. 

a.  General. 

b.  State  school  lands. 

c.  Permanent  state  school  funds : Composition  and  investment. 

d.  State  taxation  for  school  purposes. 

e.  General  apportionment  of  state  school  funds;  special  state  aid 

for  elementary  education. 

f.  Special  state  aid  for  secondary  education. 

C.  Local  (County,  District,  Municipal)  Finance  and  Support. 

a.  General. 

b.  Local  (county,  district,  municipal)  finance  and  support;  bonds 

and  indebtedness. 

c.  Local  (county,  district,  municipal)  taxation  for  school  purposes. 

D.  Buildings  and  Sites. 

a.  General. 

b.  Buildings  and  sites ; State  aid ; approval  of  plans. 

c.  Buildings  and  sites:  Decoration;  care;  sanitation;  inspection. 

d.  Buildings  and  sites : Prohibition  districts. 

e.  U.  S.  flag  in  schools. 

E.  Teachers  in  Elementary  and  Secondary  Schools. 

a.  Teachers:  Qualifications;  general. 

b.  Teachers’  examinations  and  certificates : General. 

c.  Teachers’  examinations  and  certificates:  Special. 

d.  Teachers’  certificates;  validity;  indorsement;  registration;  revo- 

cation. 

e.  Teachers’  certificates ; recognition  of  normal  school,  and  college  or 

university  diplomas. 

/.  Teachers’  associations. 

F.  Teachers  : Employment  ; Contract  ; Appointment  ; Dismissal. 

a.  General. 

b.  Teachers’  salaries. 

c.  Teachers’  pensions. 

G.  Teachers  : Professional  Training  and  Education. 

a.  University  departments  and  schools  of  education. 

b.  State  normal  schools. 

c.  County  and  local  normal  and  training  schools. 

d.  Teachers’  institutes  and  summer  schools. 

“ This  plan  of  classification  is,  with  the  addition  of  one  or  two  minor  subdivisions, 
identical  with  that  followed  in  the  previous  legislative  bulletin  (Bulletin,  1906:  No.  3). 
The  advantages  for  comparative  purposes  are  obvious. 


GENERAL  EXPLANATIONS. 


H.  School  Population  and  Attendance. 

a.  General. 

* b.  School  census. 

c.  School  year ; month ; day. 

d.  School  holidays. 

e.  Place  of  attendance;  transportation  of  pupils;  consolidation 

schools. 

/.  Compulsory  attendance;  child  labor;  truancy. 

I.  School  Discipline. 

a.  General. 

&.  Corporal  punishment. 

c.  Suspension  and  expulsion. 

d.  Fire  drills. 

J.  Health  Regulations. 

a.  General. 

&.  Physical  examination  and  medical  inspection. 

K.  Text-Books  and  Supplies. 

a.  General. 

&.  Free  text-books, 

c.  Uniformity  of  text-books. 

L.  Subject-Matter  of  Instruction. 

а.  General. 

б.  History,  civics,  and  patriotism. 

c.  Physical  education. 

d.  Physiology ; hygiene ; alcohol ; narcotics. 

e.  Moral  and  ethical  education. 

/.  Humane  treatment  of  animals. 

g.  Music.  % 

h.  Drawing. 

i.  Technical,  manual,  and  industrial  education. 

j.  Days  of  special  observances. 

k.  Other  special  subjects. 

M.  Special  Types  of  School. 

a.  General. 

&.  Kindergartens. 

c.  Evening  schools. 

d.  Vacation  schools  and  playgrounds. 

e.  University  extension ; public  lectures. 

/.  Farmers’  institutes,  etc. 

g.  Private  and  endowed  schools. 

N.  Secondary  Education  : High  Schools  and  Academies. 

O.  Technical  and  Industrial  : Elementary  and  Secondary. 

P.  Higher  Educational  Institutions. 

а.  General. 

б.  Finance;  lands;  support. 

c.  State  universities  and  colleges. 

Q.  Professional  and  Higher  Technical  Education. 

a.  Teachers’  colleges  and  normal  schools. 

&.  Agricultural  colleges. 

c.  United  States  grant. 

d.  Mining  schools. 

e.  Military  schools. 

f.  Miscellaneous  technical. 


16 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


R.  Private  and  Endowed  Higher  Institutions:  State  Control. 

S.  Libraries. 

a.  Public-school  libraries. 

T.  Education  of  Defectives. 

а.  General. 

б.  Deaf  and  dumb. 

c.  Blind. 

d.  Crippled  and  deformed. 

e.  Feeble-minded. 

U.  Education  of  Dependents  and  Delinquents. 

a.  General. 

b.  Truant  and  detention  schools. 

Method  of  citation. — At  the  end  of  each  legislative  entry  will  be 
found  the  proper  citation  to  the  section:  chapter,  number  of  act,  or 
page  (in  the  case  of  those  States  whose  session  laws  are  not  numbered 
consecutively)  ; year,  day,  and  month  of  approval  or  passage.  In  a 
number  of  instances  where  enactments  became  operative  at  some  date 
after  passage  or  approval,  the  date  of  operation  follows  in  paren- 
theses the  date  of  passage  or  approval. 

In  the  case  of  digests  of  and  citations  to  judicial  decisions  the  usual 
method  of  reference  to  reports  has  been  employed.® 

An  especial  effort  has  been  made  to  avoid  arbitrary  and  technical 
abbreviations  in  making  citations.  Consequently,  but  few  have  been 
used  and  these  only  the  most  common  and  easily  recognized  ones.  It 
is  thought  that  the  resulting  absence  of  ambiguity  and  confusion  for 
the  lay  and  nontechnical  reader  more  than  compensates  for  the  slight 
increase  in  the  volume  of  matter  presented. 

Reviews  of  legislation. — An  effort  has  been  made  to  characterize 
briefly  and  to  indicate  the  significant  features  of  the  legislation 
included  under  each  of  the  principal  and  important  subjects  as  indi- 
cated by  the  plan  of  classification.  These  reviews  and  decisions 
(printed  in  large  type)  will  be  found  immediately  preceding  the 
classified  list  of  enactments  of  each  section. 


BIBLIOGRAPHY  OF  RECENT  EDUCATIONAL  LEGISLATION. 

The  following  titles  relate  to  recent  publications  which  have  a 
bearing  upon  some  of  the  subjects  with  which  this  number  of  the 
bulletin  deals : 

SCHOOL  LAW. 

Allen,  Charles  R.  Educational  progress  for  1907.  School  review,  1G : 296-319, 
May,  1908. 

Thompson,  William  Oxley.  A review  of  certain  features  of  the  year  in  school 
administration.  Ohio  educational  monthly,  57 : 392-398,  September,  190S. 
R6sum€  of  legislation,  revision  of  courses  of  study,  new  academic  degrees. 

a See  p.  2 for  note  concerning  use  of  copyrighted  material. 


BIBLIOGRAPHY. 


17 


United  States.  Fifty-ninth  Congress.  Legislation  relating  to  education  enacted, 
1905-1907.  In  United  States.  Bureau  of  Education.  Report  of  the  com- 
missioner for  the  year  1906.  Washington,  Government  Printing  Office, 
1908,  v.  2,  p.  1229-1255. 

Vandewalker,  Nina.  Kindergarten  legislation  in  the  United  States.  American 
school  board  journal,  37 : 3, 20,  October,  1908. 

History  of  public  school  kindergarten  laws,  States  that  have  passed  them, 
and  a discussion  of  the  threatened  elimination  of  the  public  school  kinder- 
garten in  Wisconsin,  by  passage  of  law  raising  school  age  from  4 to  6 years. 

Indiana.  Recent  school  legislation  in  Indiana.  School  and  home  education, 
28:113-115,  November,  1908. 

“ Seven  of  the  laws  passed  by  the  sixty-fifth  general  assembly  of  Indiana  in 
1907  were  formulated  by  an  educational  commission.” 

Kansas.  Educational  commission.  Recommendations  as  to  needed  legislaation 
for  the  public  schools  of  Kansas,  proposed  by  the  educational  commission. 
December,  1908.  Topeka,  State  printing  office,  1908.  47  p.  8°.  (Bul- 
letin no.  4) 

Ohio.  Heiermann,  F.,  and  others.  Educational  legislation  in  Ohio  in  relation 
to  Catholic  interests  * * * In  Cathplic  Educational  Association. 

Report  of  the  proceedings  and  addresses,  1907.  Columbus,  Ohio.  Pub- 
lished by  the  association  [1907],  p.  66-99. 

In  Pennsylvania,  p.  71-84  ; in  New  York,  p.  84-89 ; in  Illinois,  p.  89-94 ; in 
California,  p.  94-99. 

Mardis,  S.  K.  The  minimum  salary  law  and  state  aid  for  weak  school  dis- 
tricts. Ohio  teacher,  28  : 538-534,  July,  1908. 

The  Duval  law  of  1906 ; given  in  full. 

The  “ Small  school  board  act.”  American  school  board  journal,  36 : 4,  June, 
1908. 

Wilson,  E.  S.  Enlarged  powers  and  responsibilities  of  the  state  commissioner 
of  common  schools.  Ohio  teacher,  28 : 387-389,  April,  1908. 

Zeller,  J.  W.,  chairman.  Report  of  the  committee  on  rural  schools.  Ohio 
teacher,  28 : 389-91,  April,  1908. 

Report  made  to  the  Ohio  school-  improvement  league.  For  a “ state  system 
of  mandatory  county  supervision,  coupled  with  optional  township  supervision  and 
centralization.” 

Pennsylvania.  Hamilton,  Samuel.  Some  desirable  features  of  a new  school 
code.  Pennsylvania  school  journal,  56 : 390-95,  March,  1908. 

The  State  appointed  a commission  “ to  revise  and  codify  the  school  laws  of  the 
State.”  The  article  is  a virile  discussion  of  changes  that  should  be  made. 

Norris,  J.  M.  Revision  of  the  school  laws.  Pennsylvania  school  journal,  56 : 483- 
87,  May,  1908. 

Washington.  Washington  (State)  Code  Commission.  Preliminary  report, 
Northwest  journal  of  education,  20 : 10-12,  September,  1908. 

Commission  created  by  the  legislature  in  1907  to  revise  the  school  laws. 

Wisconsin.  Kindergartens.  Wisconsin.  The  proposed  constitutional  amend- 
ment and  the  Wisconsin  schools.  Milwaukee,  Wisconsin,  1908.  14  p.  8°. 

(Milwaukee  normal  school.  Bulletin,  v.  5,  no.  2,  October,  1908.) 
63470—09 2 


18 


STATE  SCHOOL  SYSTEMS  : LEGISLATION,  ETC.,  1906-8. 


SCHOOL  ADMINISTRATION. 

Fairchild,  Edward  T.  Bulletin  of  information  regarding  consolidation  of  rural 
schools.  Issued 1908.  Topeka,  State  Printing  Office,  1908.  48  p.  8°. 

Hartman,  Carl.  A study  in  school  supervision  with  special  reference  to  rural 
school  conditions  in  Texas.  Austin,  Tex.  [1907],  180  p.  8°.  (Univer- 
sity of  Texas.  Bulletin  no.  90.  General  series,  no.  16,  March  1,  1907.) 

Illinois.  Educational  commission.  A tentative  plan  for  a state  board  of  edu- 
cation. Springfield,  111.,  Phillips  Brothers,  1908.  38  p.  8°.  (Bulletin 
no.  1.) 

A tentative  plan  for  a county  board  of  education.  With  some 

suggestions  in  regard  to  the  county  superintendency.  Springfield,  111., 
Phillips  Brothers,  1908.  53  p.  8°.  (Bulletin  no.  2.) 

A tentative  plan  for  the  certification  of  teachers.  Springfield, 

111.,  Phillips  Brothers,  1908.  32  p.  8°.  (Bulletin  no.  3.) 

A tentative  plan  for  making  the  township  the  unit  of  school 

organization.  Springfield,  111.,  Phillips  Brothers,  1908.  47  p.  8°.  (Bul- 
letin no.  4.) 

Tentative  recommendations  concerning  county  teachers’  institutes 

* * * Springfield,  111.,  Illinois  State  Journal  Company,  State  Printers, 

1908.  57  p.  8°.  (Bulletin  no.  5.) 

Indiana.  State  education  commission.  Report  of  Indiana  State  Educational 
Commission.  Educator- journal,  7 : 289-96,  February,  1907. 

B.  F.  Moore,  Marion,  Ind.,  chairman. 

Missouri.  The  1907  fight  for  county  school  supervision.  Missouri  school  jour- 
nal, 24:146-52,  April,  1907. 

SCHOOL  FUNDS. 

Eliot,  Charles  William.  The  exemption  of  educational  institutions  from  taxa- 
tion. In  Association  of  American  Universities.  Journal  of  proceedings 
and  addresses,  1906  [Chicago,  University  of  Chicago  Press]  1907,  p.  48- 
49,  107-108. 

Tables,  p.  107,  109-111. 

Martin,  O.  B.  School  funds  in  the  South.  In  Conference  for  education  in  the 
South.  Proceedings,  1908.  Nashville,  Tenn.  Published  by  the  executive 
committee  [1908],  p.  56-63. 

Ohio  State  Teachers’  Association.  School  revenue  commission.  Report.  Colum- 
bus, Ohio,  1907.  100  p.  8°. 

Vermont.  Special  commission  on  permanent  common-school  fund.  Report 
[1906]  Montpelier,  Vt.,  Argus  and  Patriot  press,  1906.  40  p.  8°. 

TEACHERS. 

Cubberley,  Ellwood  P.  The  certification  of  teachers.  National  society  for  the 
scientific  study  of  education.  Fifth  yearbook,  part  2.  Chicago,  The 
University  of  Chicago  press,  1906.  93  p.  8°. 

National  Association  of  State  Universities.  Committee.  Report  upon  the  appli- 
cation of  the  Association  of  State  Universities  for  Recognition  by  the 
Carnegie  Foundation  for  the  Advancement  of  Teaching.  In  its  Trans- 
actions and  proceedings,  1907.  Bangor,  Me.  Bangor  Cooperative  Print- 
ing Company,  p.  214-243.  (Special  session,  January  22-23,  1908.) 

Sies,  Raymond  W.  Comparative  study  of  minimum  salary  legislation.  Educa- 
tional review,  35 : 285-299,  March,  1908. 

Legal  regulation  of  minimum  salaries  for  teachers. 

Same,  35  : 10-21,  January,  1908. 


BIBLIOGRAPHY. 


19 


INDUSTRIAL  EDUCATION. 

[Connecticut]  trade  schools.  Report  of  commission  appointed  in  1903  and  pro- 
posed law.  1907.  15  p.  (Connecticut  School  Document.  1907,  no.  3.) 

[The  Davis  industrial  bill]  Western  journal  of  education,  13 : 321-325,  June, 
1908. 

Draper,  Andrew  Sloan.  Our  children,  our  schools,  and  our  industries.  In 
New  York.  State  Teachers’  Association.  Proceedings,  1907.  Albany, 
University  of  the  State  of  New  York,  1908.  p.  32-78.  (Education  de- 
partment. Bulletin  no.  424,  May,  1908.) 

Hays,  Willet  Martin.  Agriculture,  industries,  and  home  economics  in  our 
public  schools.  In  National  education  association.  Department  of  super- 
intendence. Proceedings,  1908  [Chicago,  111.,  University  of  Chicago  press], 
p.  65-78. 

A discussion  of  present  status  of  agriculture  and  domestic  economics  in 
public  education,  and  the  Davis  bill  for  government  aid  to  secondary  schools. 

CHILD  LABOR. 

Child  labor  legislation.  Schedules  of  existing  statutes  and  the  standard  child- 
labor  law.  Handbook,  1907-8.  Philadelphia.  American  academy  of 
political  and  social  science,  1907-8.  2 v.  8°. 

Sullivan,  James  D.  A summary  of  the  compulsory  attendance  and  child-labor 
laws  of  the  States  and  Territories  of  the  United  States.  Albany,  1907. 
112  p.  8°.  (New  York  State  library  bulletin,  114.) 


LEGISLATION  AND  JUDICIAL  DECISIONS 
DELATING  TO  PUBLIC  EDUCATION. 


[Enactments  which  have  been  reported  by  the  chief  officers  of  the  several  state  educa- 
tional systems  as  of  the  first  importance  in  the  development  of  those  systems  are 
indicated  by  an  asterisk  (*).] 


A.  ADMINISTRATIVE  CONTROL  AND  SUPERVISION  OF  ELE- 
MENTARY AND  SECONDARY  EDUCATION. 


(a)  General.® 

Of  the  legislation  relating  to  the  general  administrative  control  and 
supervision  of  public  education,  the  several  enactments  creating 
special  commissions:  Illinois  (12),  Iowa  (14),  Kentucky  (20),  North 
Dakota  (35),  Pennsylvania  (47),  Tennessee  (50),  Virginia  (52),  and 
Washington  (53),  for  the  purpose  of  revising  the  laws  pertaining 
to  the  public-school  systems,  or  proposing  plans  of  reorganization 
to  succeeding  legislatures,  are  especially  worthy  of  note.  The  spirit 
of  this  movement  for  a better  adaptation  of  the  educational  organi- 
zation vto  modern  needs  is  well  indicated  by  the  duties  assigned  to 
the  Illinois  commission — “ to  make  a thorough  investigation  of  the 
common-school  system  of  Illinois,  and  the  laws  under  which  it  is 
organized  and  operated;  to  make  a comparative  study  of  such  other 
school  systems  as  may  seem  advisable  and  to  submit  to  the  forty- sixth 
general  assembly  a report,  including  such  suggestions,  recommenda- 
tions, revisions,  additions,  corrections,  and  amendments  as  the  com- 
mission shall  deem  necessary.”  In  this  connection,  also,  the  general 
revision  of  the  educational  code  effected  in  Nevada  (79),  New  Mexico 
(32),  West  Virginia  (54),  and  South  Dakota  (100),  may  be  men- 
tioned. 

The  recently  adopted  constitution  of  Oklahoma  (42) , and  the  pro- 
posed new  constitution  for  Michigan  (27),  contain  evidence  of  the 
modern  progressive  educational  sentiment.  The  resolution  in  Wis- 
consin (55),  requesting  Congress  to  bring  about  an  amendment  to 


a Several  States,  among  others  Mississippi  and  Vermont,  compiled  and  adopted  a revised 
code  of  general  laws  during  the  biennium.  These  new  codes  contain  numerous  changes 
in  the  school  laws,  which,  however,  have  not  been  included  in  this  analysis  of  legislation. 
In  several  instances,  notably  Maryland,  the  complete  volume  of  session  laws  for  1903 
has  not  been  available  for  the  purposes  of  this  publication.  In  such  instances,  what- 
ever legislative  material  has  been  included  has  been  derived  from  incidental  sources  of 
information,  and  consequently  omissions  of  probably  important  material  have  been 
unavoidable. 


21 


22 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


the  Federal  Constitution  providing  for  an  harmonious  system  of  edu- 
cation throughout  the  country,  is  concrete  evidence  of  what  seems  to 
be  a growing  popular  feeling  that  the  scope  of  the  educational  activity 
of  the  Federal  Government  should  be  greatly  extended.  The  proposal 
in  Wisconsin  (57)  to  raise  the  lower  limit  of  school  age  from  four 
years  to  six  years,  has  provoked  considerable  discussion  by  reason  of 
a possible  interference  with  the  conduct  of  kindergartens  as  a part 
of  the  public-school  system.  The  somewhat  comprehensive  Okla- 
homa (43)  measure,  providing  against  nepotism  in  educational  affairs, 
is  not  without  significance.  The  creation  of  the  “ Collinwood  fire 
commission  ” in  Ohio  (37)  is  a reminder  of  the  extraordinary  respon- 
sibility that  public-school  officials  must  assume,  in  order  properly  to 
discharge  their  duties  and  fully  to  safeguard  the  lives  of  public-school 
children. 

Of  the  supreme  court  decisions  classified  in  this  section  those  of 
Arkansas  (3),  New  York  (34),  and  Ohio  (41),  relative  to  the  vacci- 
nation of  school  children;  those  of  Kansas  (7),  (18),  Kentucky  (21), 
and  Oklahoma  (45),  relative  to  separate  schools  for  white  and  col- 
ored children,  and  that  of  Montana  (28),  relative  to  county  high 
schools,  seem  to  possess  more  than  passing  interest. 

1.  Alabama:  Directing  an  examination  to  be  made  of  the  affairs  of  the  Tuske- 
gee  Normal  and  Industrial  Institute.  Report  to  be  made  to  legislature. 

H.  Jt.  Res.  No.  21,  p.  75,  Jan.  28,  1907. 

D2.  Alabama  (1906)  : Laws,  1903,  p.  290,  relating  to  the  redistricting  of  public 
schools,  is  a restatement  of  the  entire  law  on  the  subject,  and  iff  regard 
to  the  management  and  control  of  the  same,  and  was  intended  to  set 
up  a new  system,  so  that  whatever  power  any  school  officer  may  have  on 
these  subjects  must  be  derived  from  the  act. — Gibson  v.  Mabrey,  40  So., 
297. 

D 3.  Arkansas  (1907)  : A rule  of  a school  board  of  a city,  providing  that  pupils 
before  admission  to  the  schools  shall  be  vaccinated,  adopted  to  prevent 
the  spread  of  smallpox,  and  pursuant  to  the  orders  of  the  board  of  health 
of  the  city  and  advice  of  physicians  is  not  an  unreasonable  regulation, 
and  will  not  be  set  aside  by  the  courts. — Auten  v.  Board  of  Directors  of 
Special  School  Dist.  of  Little  Rock,  104  S.  W.,  130. 

4.  California:  Proposing  amendment  to  sec.  6,  art.  9,  constitution,  1879,  as 
amended  Nov.  4,  1902,  relative  to  the  public-school  system. 

Defining  status  of  evening,  elementary,  and  secondary  schools  as  parts 
of  the  public-school  system. — Adopted,  November,  1908. 

Jt.  Res.,  chap.  21,  p.  1275,  Mar.  6,  1907. 

D 5.  California  (1905)  : General  laws  regulating  public  schools  control,  con- 
flicting provisions  of  city  charters. — McKenzie  v.  Board  of  Education  of 
City  and  County  of  San  Francisco,  82  P.,  392. 

The  charter  of  a city  and  the  general  law  should  be  construed  together 
by  the  court,  and  made  to  harmonize,  so  as  to  give  effect  to  each,  if  pos- 
sible.— McKenzie  v.  Board  of  Education  of  City  and  County  of  San  Fran- 
cisco, 82  P.,  392. 

D 6.  Colorado  (1904)  : The  decisions  of  the  state  board  of  education  which 
Mills’  Ann.  St.,  sec.  3966,  conferring  on  it  power  to  decide  questions  of 
law  and  fact,  provides  shall  be  final,  are  not  final  in  the  sense  that  they 
are  not  reviewable  by  the  courts;  otherwise  the  statute  would  violate 
constitution,  art.  6,  sec.  1,  vesting  the  judicial  power  in  the  courts  there 
enumerated. — People  v.  Vanhorn,  77  P.,  978. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


23 


7.  Connecticut:  Authorizing  secretary  of  state  board  of  education  to  compile 
and  cause  to  be  printed  for  distribution  2,500  copies  of  the  laws  relating 
to  education. 

Special  acts  No.  20,  Mar.  14,  1907. 

S.  Connecticut:  Continuing  the  joint  standing  committee  on  education  with  in- 
structions to  inquire  into  the  conditions  and  progress  of  common-school 
education. 

S.  Jt.  Res.  No.  887  (No.  465,  special  acts),  July  31,  1907. 

9.  Delaware:  Authorizing  the  secretary  of  state  to  have  printed  for  distribu- 
tion, 1,000  copies  of  the  school  laws. 

Jt.  Res.  chap.  270,  Mar.  9,  1907. 

D10.  Florida  (1905)  : Laws  1905,  chap.  5384,  establishing  the  state  board  of 
control,  is  not  in  conflict  with  constitution,  art.  12,  sec.  3,  providing  that 
the  state  board  of  education  shall  have  supervision  of  schools  of  higher 
grades.  State  v.  Bryan,  30  So.,  929. 

Laws  1905,  chap.  5384,  is  not  a revision  of  all  the  statutes  of  the  State 
on  the  subject  of  the  various  colleges  and  schools  of  the  State  above 
the  grade  of  common  free  schools,  but  is  an  independent  act  covering  a 
general  and  comprehensive  subject. — State  v.  Bryan,  39  So.,  929. 

Dll.  Georgia  (1907)  : An  act  approved  Aug.  23,  190d  (acts,  1905,  p.  425),  as 
amended  by  act  Aug.  21,  1906  (acts,  1906,  p.  61),  known  as  the  “Mc- 
Michael  School  Law,”  is  not  subject  to  the  objection  that  it  violates  the 
constitution  or  civ.  code  1895,  sec.  5779,  declaring  that  no  law  or  section  of 
the  code  shall  be  repealed  or  amended  unless  the  act  making  such  amend- 
ment or  affecting  such  repeal  distinctly  describes  the  act  to  be  amended 
or  repealed ; this  provision  of  the  constitution  having  no  application  to 
repeals  by  implication. — Edalgo  v.  Southern  Ry.  Co.,  58  S.  E.,  846. 

12*.  Illinois:  Creating  an  educational  commission,  defining  its  powers  and  du- 
ties, and  making  an  appropriation  therefor. 

Authorizing  governor  to  nominate,  and  by  and  with  advice  of  senate, 
appoint  six  persons  representing  the  various  phases  of  educational  work 
within  the  State,  who,  together  with  the  superintendent  of  public  instruc- 
tion, shall  constitute  a commission  to  investigate  the  common-school 
system  of  the  State  and  compare  it  with  other  systems.  Defining  powers 
and  duties  and  making  appropriation. 

H.  B.  742,  p.  24,  May  25,  1907. 

D 13.  Indiana  (1907)®:  The  establishment  and  regulation  of  public  schools 
rests  primarily  with  the  legislative  department. — Stone  v.  Fritts,  82  N.  E., 
792. 

14*.  Iowa:  6 Creating  a commission  to  examine,  review,  and  codify  the  laws 
relating  to  public  schools. 

Providing  for  the  organization,  expenses,  powers,  and  compensation 
of  commission.  Report  to  be  made  on  or  before  Nov.  1,  1908. 

Chap.  222,  Apr.  13,  1907. 

D 15.  Iowa  (1905)  : Acts  twenty-seventh  general  assembly,  p.  48,  chap.  84,  is 
entitled  “ An  act  to  amend  secs.  2728,  2730,  2731,  and  2732,  and  repeal 
sec.  2733  of  the  code,  and  enact  a substitute  therefor  in  relation  to  county 
schools,”  and  sec.  4 of  the  statute  provides  that,  should  there  be  more 
applicants  for  admission  to  a county  high  school  from  any  school  corpora- 
tion than  the  corporation’s  proportionate  number  of  pupils  the  school 
corporation  from  which  they  attend  shall  pay  their  tuition  out  of  its 
contingent  fund.  Held,  that  the  statute  is  not  invalid  on  the  ground  that 
the  legislature  had  no  power  to  compel  a school  corporation  to  pay  for  the 
education  of  pupils  attending  the  high  school  without  the  corporation’s 
consent. — Boggs  v.  School  Tp.  of  Cass,  Guthrie  County,  102  N.  W.,  796. 


° The  complete  text  of  decision  is  given  in  the  closing  division  of  this  bulletin. 

6 Through  the  courtesy  of  the  chairman,  Prof.  Frederick  B.  Bolton,  of  the  University 
of  Iowa,  I have  had  an  opportunity  of  reading  the  manuscript  of  the  report  of  this 
commission.  It  is  in  the  form  of  a carefully  drawn  bill,  which  introduces  a number  of 
far-reaching  changes  in  the  educational  organization  of  that  State. 


24 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


D16.  Iowa  (1906):  Under  code,  secs.  2743,  2745,  2772,  conferring  on  school 
boards  discretion  to  adopt  and  promulgate  rules  for  the  proper  govern- 
ment of  schools,  a rule  so  adopted  will  not  be  interfered  with  by  the 
courts,  unless  it  is  so  far  unreasonable  as  to  amount  to  an  abuse  of 
discretion. — Kinzer  v.  Directors  of  Independent  School  Dist.  of  Marion, 
105  N.  W.,  686. 

Whether  a rule  adopted  by  a school  board,  for  the  violation  of  which  a 
pupil  was  expelled,  was  reasonably  within  the  jurisdiction  of  the  board 
conferred  by  code,  secs.  2772,  2782,  authorizing  the  board  to  make  rules 
and  regulations  for  the  government  of  schools  and  to  expel  students  for 
a violation  of  regulations,  etc.,  was  a question  which  was  reviewable  by 
the  courts  and  as  to  which  the  party  aggrieved  was  not  limited  to  an 
appeal  to  the  county  superintendent.— Ibid. 

The  remedy  for  review  of  proceedings  of  a school  board,  either  as 
to  law  or  fact,  with  reference  to  a subject  within  the  board’s  jurisdiction 
and  as  to  which  it  is  vested  with  a discretion,  is  by  appeal  to  the  county 
superintendent  of  schools,  provided  for  by  code,  sec.  2818. — Ibid. 

D17.  Kansas  (1906)  : In  the  absence  of  a statute  granting  such  power,  a board 
of  education  of  a city  of  the  second  class  has  no  right  to  establish  sepa- 
rate schools  for  white  and  colored  children,  and  has  no  right  to  exclude 
a colored  pupil  from  any  public  school  on  the  ground  alone  that  such 
pupil  is  colored.— Cartwright  v.  Board  of  Education  of  City  of  Coffey- 
ville,  84  P.,  382. 

D 18.  Kansas  (1907)  : Laws,  1889,  p.  329,  Chap.  227,  is  a special  act  providing 
for  the  government  of  the  public  schools  of  the  city  of  Wichita,  a city 
of  the  first  class.  Held  to  render  all  other  provisions  of  the  statutes 
relating  to  the  public  schools  inapplicable  to  the  public  schools  of 
Wichita,  and,  as  it  has  not  been  amended  or  repealed,  does  not  authorize 
the  maintenance  of  separate  schools  for  the  education  of  white  and 
colored  children. — Bowles  v.  Board  of  Education  of  City  of  Wichita,  91 
P.,  88. 

In  the  absence  of  statutory  authority  the  board  of  education  of  the  city 
of  Wichita  has  no  right  to  exclude  a child  by  reason  of  its  color  from 
any  public  school  of  the  city. — Ibid. 

19.  Kentucky:  See  enactment  No.  133. 

20*.  Kentucky:  Creating  an  educational  commission,  defining  its  powers  and 
duties,  and  providing  for  its  expenses. 

“ Sec.  2.  Said  commission  shall  consist  of  the  governor,  the  superin- 
tendent of  public  instruction,  one  member  of  the  senate  to  be  chosen  by 
the  senate,  upon  the  passage  and  approval  of  this  act,  one  member  of 
the  house  of  representatives  to  be  chosen  by  the  house  of  representatives 
upon  the  passage  and  approval  of  this  act,  one  woman  to  be  chosen  by 
the  Kentucky  Federation  of  Women’s  Clubs,  the  president  of  the  State 
University,  the  president  of  the  Eastern  State  Normal  School,  the  presi- 
dent of  the  Western  State  Normal  School,  one  representative  of  the 
colleges  of  Kentucky,  one  superintendent  of  city  schools  and  one  super- 
intendent of  county  schools.  The  three  members  last  named  shall  be 
appointed  by  the  governor  upon  the  passage  and  approval  of  this  act. 
The  superintendent  of  public  instruction  shall  ex  officio  be  chairman  of 
the  commission.  All  vacancies  that  may  occur  by  resignation  or  other- 
wise shall  be  filled  by  the  governor.” 

“ Sec.  4.  It  shall  be  the  duty  of  the  educational  commission  to  make 
a thorough  investigation  of  the  whole  school  system  and  all  the  educa- 
tional interests  of  Kentucky  and  the  laws  under  which  the  same  are 
organized  and  operated ; to  make  a comparative  study  of  such  other 
school  systems  as  may  seem  advisable  and  to  submit  to  the  next  general 
assembly  a report  embracing  such  suggestions,  recommendations,  re- 
visions, additions,  corrections,  and  amendments  as  the  commission  shall 
deem  necessary.” 


Chap.  65,  Mar.  17,  1908. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


25 


D 21.  Kentucky  (1906)  : Act  March  22,  1904,  p.  181,  chap.  85,  prohibiting  main- 
tenance of  institution  of  learning  for  white  and  negro  races,  held  within 
police  power,  and  valid. — Berea  College  v.  Commonwealth  (94  S.  W.),  623. 

Act  March  22,  1904,  p.  181,  chap.  85,  prohibiting  branches  of  institution 
of  learning  within  25  miles  of  each  other  for  white  and  colored  persons, 
held  not  within  police  power. — Ibid. 

Act  March  22,  1904,  p.  181,  chap.  85,  prohibiting  maintenance  of  insti- 
tutions of  learning  for  both  white  and  colored  persons,  held  not  a depri- 
vation of  equal  protection  of  law,  or  of  due  process  of  law. — Ibid. 

The  right  to  teach  white  and  negro  children  in  a private  school  at  the 
same  time  and  place  is  not  a property  right. — Ibid. 

The  Supreme  Court  of  the  United  States,  in  the  case  of  Berea  College  v. 
The  Commonwealth  of  Kentucky,  in  error  to  the  court  of  appeals  of  the 
State  of  Kentucky,  gave  judgment  as  follows  (1908)  : “The  act  of  1904 
forbids  ‘ any  person,  corporation,  or  association  of  persons  to  maintain  or 
operate  any  college,’  etc.  Such  a statute  may  conflict  with  the  Federal 
Constitution  in  denying  to  individuals  powers  which  they  may  rightfully 
exercise,  and  yet,  at  the  same  time,  be  valid  as  to  a corporation  created 
by  the  State. 

“ It  may  be  said  that  the  court  of  appeals  sustained  the  validity  of  this 
section  of  the  statute,  both  against  individuals  and  corporations.  It 
ruled  that  the  legislation  was  within  the  power  of  the  State,  and  that 
the  State  might  rightfully  thus  restrain  all  individuals,  corporations,  and 
associations.  * * * 

“ The  statute  is  clearly  separable  and  may  be  valid  as  to  one  class 
while  invalid  as  to  another.  Even  if  it  were  conceded  that  its  assertion 
of  power  over  individuals  can  not  be  sustained,  still  it  must  be  upheld  so 
far  as  it  restrains  corporations.  * * * 

“ We  need  concern  ourselves  only  with  the  inquiry  whether  the  first 
section  can  be  upheld  as  coming  within  the  power  of  a State  over  its  own 
corporate  creatures.  We  are  of  opinion  * * * that  it  does  come 

within  that  power,  and  on  this  ground  the  judgment  of  the  court  of  ap- 
peals of  Kentucky  is  affirmed.” — 89  U.  S.,  Ct.  Rep.,  33. 

D 22.  Kentucky  ( 1907 ) : The  determination  of  the  cases  of  extreme  emergency 
within  Ky.  St.  1903,  sec.  4428,  providing  that  no  school  district  established 
shall  include  less  than  45  pupil  children,  except  in  cases  of  extreme 
emergency,  is  confided,  in  the  first  instance  to  the  county  superintendent, 
who  acts  judicially,  and,  in  case  he  errs,  an  appeal  may  be  prosecuted 
to  the  superintendent  of  public  instruction,  and,  when  these  officials 
have  determined  that  an  extreme  emergency  exists,  the  courts  can  not 
interfere  unless  the  power  to  act  did  not  exist  for  want  of  notice  re- 
quired by  sec.  4472,  or  unless  the  power  was  manifestly  abused. — Gividen 
v.  Trustees  of  Common  School  Dist.  No.  54,  102  S.  W.,  1191 ; 31  Ky.  Law 
Rep.,  633. 

23.  Louisiana:  Preventing  school  officials  and  public  school  teachers  from  act- 

ing as  agents  for  or  receiving  gifts,  rebates,  commissions,  or  fees  from 
individuals  or  companies  that  manufacture,  handle,  or  sell  any  kind  of 
school  books,  school  supplies,  school  furniture,  or  school  building  mate- 
rial, and  providing  penalties  for  same. 

Act  No.  287,  July  9,  1908. 

24.  Massachusetts:  Providing  for  the  printing  of  1,200  additional  copies  of  the 

report  of  the  commission  on  industrial  education. 

Resolves,  chap.  75,  May  3,  1907. 

25.  Massachusetts:  Amending  sec.  173,  chap.  102,  Revised  Laws,  1902,  as 

amended  by  sec.  5,  chap.  460,  acts,  1904,  relative  to  licenses  and  municipal 
regulations  of  exhibitions,  shows,  and  amusements. 

Adding  clause  exempting  entertainments  given  in  public  school  build- 
ings by  and  for  the  benefit  of  the  pupils  and  under  the  supervision  of 
the  school  authorities  from  the  requirement  for  license. 

Chap.  309,  Apr.  18,  1907. 


26  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8, 


D26.  Massachusetts  (1906)  : Where  a school  committee  determined  to  close  a 
school  because  of  lack  of  pupils,  it  would  be  presumed,  in  the  absence 
of  evidence  to  the  contrary,  that  the  committee  acted  in  good  faith,  and 
that  their  judgment  was  correct. — Morse  v.  Ashley  (79  N.  E.),  481. 

27.  Michigan:  Provision  concerning  education  in  proposed  new  constitution 
(Adopted,  November  3,  1908)  : 

Article  XI. 

EDUCATION. 

“ Section  1.  Religion,  morality  and  knowledge  being  necessary  to  good 
government  and  the  happiness  of  mankind,  schools  and  the  means  of  edu- 
cation shall  forever  be  encouraged.” 

“ The  above  preamble  is  a quotation  from  the  Ordinance  of  1787.  It  is 
deemed  a fitting  introduction  to  this  article.” 

“ Sec.  2.  A superintendent  of  public  instruction  shall  be  elected  at  the 
regular  election  to  be  held  on  the  first  Monday  in  April,  nineteen  hundred 
nine,  and  every  second  year  thereafter.  He  shall  hold  office  for  a period 
of  two  years  from  the  first  day  of  July  following  his  election  and  until 
his  successor  is  elected  and  qualified.  He  shall  have  general  supervision 
of  public  instruction  in  the  state.  He  shall  be  a member  and  secretary 
of  the  state  board  of  education.  He  shall  be  ex-officio  a member  of  all 
other  boards  having  control  of  public  instruction  in  any  state  institution, 
with  the  right  to  speak  but  not  to  vote.  His  duties  and  compensation 
shall  be  prescribed  by  law.” 

“ This  section  takes  the  place  of  sec.  1,  art.  XIII  of  the  present  constitu- 
tion, and  includes  certain  provisions  of  sec.  1,  art.  VIII,  and  sec.  1,  art.  IX. 
The  propositions  to  make  the  office  of  superintendent  of  public  instruction 
elective  at  the  April  election,  to  make  him  a member  of  the  state  board  of 
education  and  other  educational  hoards  are  not  found  in  the  existing  consti- 
tution. The  first  change  is  designed  to  place  his  selection  on  the  same  basis 
as  the  selection  of  regents  and  judges,  and  the  second  is  a recognition  of 
certain  present  statutory  provisions.” 

“ Sec.  3.  There  shall  be  a board  of  regents  of  the  university,  consisting 
of  eight  members,  who  shall  hold  the  office  for  eight  years.  There  shall 
be  elected  at  each  regular  biennial  spring  election  two  members  of  such 
board.  When  a vacancy  shall  occur  in  the  office  of  regent  it  shall  be 
filled  by  appointment  of  the  governor.” 

“ No  change  is  made  from  sec.  6,  art.  XIII  of  the  present  constitution, 
except  to  improve  the  phraseology  and  to  eliminate  obsolete  matter.” 

“ Sec.  4.  The  regents  of  the  university  and  their  successors  in  office 
shall  continue  to  constitute  the  body  corporate  known  as  ‘ The  Regents  of 
the  University  of  Michigan.’  ” 

“ No  change  from  sec.  7,  art.  XIII  of  the  present  constitution,  exeept  to 
improve  the  phraseology.” 

“ Sec.  5.  The  regents  of  the  university  shall,  as  often  as  necessary, 
elect  a president  of  the  university.  The  president  of  the  university  and 
the  superintendent  of  public  instruction  shall  be  ex-officio  members  of 
the  board  of  regents,  with  the  privilege  of  speaking  but  not  of  voting. 
The  president  shall  preside  at  the  meetings  of  the  board  and  be  the  prin- 
cipal executive  officer  of  the  university.  The  board  of  regents  shall  have 
the  general  supervision  of  the  university  and  the  direction  and  control  of 
all  expenditures  from  the  university  funds.” 

“ No  change  from  sec.  8,  Art.  XIII  of  the  present  constitution  except  to  im- 
prove the  phraseology  and  make  the  superintendent  of  public  instruction  an 
ex-officio  member  of  the  board  of  regents  with  the  power  of  speaking  but  not 
of  voting.  It  was  deemed  desirable  that  the  superintendent  be  given  the 
same  relation  to  the  board  of  regents  as  he  now  occupies  to  the  other  educa- 
tional boards  of  the  state.” 

“ Sec.  6.  The  state  board  of  education  shall  consist  of  four  members. 
On  the  first  Monday  in  April,  nineteen  hundred  nine,  and  at  each  suc- 
ceeding biennial  spring  election,  there  shall  be  elected  one  member  of  such 
board  who  shall  hold  his  office  for  six  years  from  the  first  day  of  July 
following  his  election.  The  state  board  of  education  shall  have  general 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


27 


supervision  of  the  state  normal  college  and  the  state  normal  schools,  and 
the  duties  of  said  board  shall  be  prescribed  by  law.” 

“ No  change  from  sec.  9,  Art.  XIII  of  the  present  constitution,  except  to 
provide  for  the  election  of  members  of  said  board  at  the  spring  election,  and 
to  improve  the  phraseology.  Reference  to  the  superintendent  of  public 
instruction  is  omitted,  but  by  the  provisions  of  section  2 of  this  article  he  is 
made  one  of  the  members  of  said  board.” 

“ Sec.  7.  There  shall  be  elected  on  the  first  Monday  in  April,  nine- 
teen hundred  nine,  a state  board  of  agriculture  to  consist  of  six  members, 
two  of  whom  shall  hold  the  office  for  two  years,  two  for  four  years  and 
two  for  six  years.  At  every  regular  biennial  spring  election  thereafter, 
there  shall  be  elected  two  members  whose  term  of  office  shall  be  six  years. 

The  members  thus  elected  and  their  successors  in  office  shall  be  a body 
corporate  to  be  known  as  ‘ The  State  Board  of  Agriculture.’  ” 

“ This  is  a new  section  making  the  state  board  of  agriculture  a constitu- 
tional board,  elected  by  the  people,  instead  of  a statutory  board  appointed  by 
the  governor  as  it  has  existed  since  1861.  The  object  of  the  change  is  to 
make  it  a non-partisan  board  as  near  as  may  be  and  secure  its  permanence.” 

“ Sec.  8.  The  state  board  of  agriculture  shall,  as  often  as  necessary, 
elect  a president  of  the  agricultural  college,  who  shall  be  ex-officio  a 
member  of  the  board  with  the  privilege  of  speaking  but  not  of  voting. 
He  shall  preside  at  the  meetings  of  the  board  and  be  the  principal  execu- 
tive officer  of  the  college.  The  board  shall  have  the  general  supervision 
of  the  college  and  the  direction  and  control  of  all  agricultural  college 
funds ; and  shall  perform  such  other  duties  as  may  be  prescribed  by  law.” 

“ This  is  also  a new  section,  supplementary  to  the  preceding  one.  Its 
purpose  is  to  define  the  organization,  power  and  duties  of  the  state  board  of 
agriculture.” 

“ Sec.  9.  The  legislature  shall  continue  a system  of  primary  schools 
whereby  every  school  district  in  the  state  shall  provide  for  the  educa- 
tion of  its  pupils  without  charge  for  tuition;  and  all  instruction  in  such 
schools  shall  be  conducted  in  the  English  language.  If  any  school  dis- 
trict shall  neglect  to  maintain  a school  within  its  borders  as  prescribed 
by  law  for  at  least  five  months  in  each  year,  or  to  provide  for  the  educa- 
tion of  its  pupils  in  another  district  or  districts  for  an  equal  period,  it 
shall  be  deprived  for  the  ensuing  year  of  its  proportion  of  the  primary 
school  interest  fund.” 

“ This  section  covers  secs.  4 and  5,  Art.  XIII  of  the  present  constitution. 
The  change  made  is  to  the  effect  that  if  any  school  district  does  not  maintain 
a school  for  five  months  in  each  year,  instead  of  three  months  as  now  provided, 
such  district  shall  forfeit  its  proportion  of  the  ‘ primary  school  interest 
fund.’  instead  of  the  ‘ income  of  the  primary  school  interest  fund  and  of  all 
funds  arising  from  taxes  for  the  support  of  schools,’  as  now  provided.  The 
purpose  of  the  increase  from  three  to  five  months  is  to  provide  for  the  better 
education  of  the  young,  and  the  provision  as  to  forfeiture  is  changed  so  as  to 
exclude  everything  except  the  primary  school  interest  fund.  The  provision 
for  the  education  of  pupils  in  another  district  than  that  of  their  residence  is 
to  accommodate  sparsely  populated  school  districts.” 

“ Sec.  10.  The  legislature  shall  maintain  the  university,  the  college 
of  mines,  the  state  agricultural  college,  the  state  normal  college,  and 
such  state  normal  schools  and  other  educational  institutions  as  may  be 
established  by  law.” 

“ This  is  a new  section  and  renders  it  mandatory  upon  the  legislature  to 
maintain  the  educational  institutions  therein  specified.” 

“ Sec.  11.  The  proceeds  from  the  sales  of  all  lands  that  have  been  or 
hereafter  may  be  granted  by  the  United  States  to  the  state  for  educa- 
tional purposes  and  the  proceeds  of  all  lands  or  other  property  given  by 
individuals  or  appropriated  by  the  state  for  like  purposes  shall  be  and 
remain  a perpetual  fund,  the  interest  and  income  of  which,  together  with 
the  rents  of  all  such  lands  as  may  remain  unsold,  shall  be  inviolably 
appropriated  and  annually  applied  to  the  specific  objects  of  the  original 
gift,  grant  or  appropriation.” 

“ No  change  from  sec.  2,  Art.  XIII  of  the  present  constitution.” 

“ Sec.  12.  All  lands,  the  titles  to  which  shall  fail  from  a defect  of  heirs, 
shall  escheat  to  the  state,  and  the  interest  on  the  clear  proceeds  from  the 
sales  thereof  shall  be  appropriated  exclusively  to  the  support  of  the 
primary  schools.” 

“ No  change  from  sec.  3,  Art.  XIII  of  the  present  constitution.” 


28 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


“ Sec.  13.  The  legislature  shall  appropriate  all  salt  spring  lands  now 
unappropriated,  or  the  money  arising  from  the  sale  of  the  same,  where 
such  lands  have  already  been  sold,  and  any  funds  or  lands  which  may 
hereafter  be  granted  or  appropriated  for  such  purpose,  for  the  support 
and  maintenance  of  the  agricultural  college.” 

“ Certain  obsolete  provisions  relative  to  the  establishment  of  an  agricul- 
tural college,  which  appear  in  sec.  11,  Art.  XIII  of  the  present  constitution, 
are  omitted  in  the  revision  of  said  section.  The  italicized  words  ‘ funds  or  ’ 
are  inserted  to  secure  appropriated  funds  as  well  as  lands  to  the  purpose 
named.” 

“ Sec.  14.  The  legislature  shall  provide  by  law  for  the  establishment 
of  at  least  one  library  in  each  township  and  city;  and  all  fines  assessed 
and  collected  in  the  several  counties,  cities  and  townships  for  any  breach 
of  the  penal  laws  shall  be  exclusively  applied  to  the  support  of  such 
libraries.” 


“ This  section  takes  the  place  of  sec.  12,  Art.  XIII  of  the  present  constitu- 
tion, the  only  change  being  the  insertion  of  the  word  ‘ cities  ’ and  the  elimi- 
nation of  the  following  : 4 unless  otherwise  ordered  by  the  township  board  of 
any  township  or  the  board  of  education  of  any  city  : Provided,  That  in  no 
case  shall  such  fines  be  used  for  other  than  library  or  school  purposes.’  The 
purpose  of  such  elimination  being  to  require  the  use  of  such  funds  for  library 
purposes  exclusively.” 

“ Sec.  15.  Institutions  for  the  benefit  of  those  inhabitants  who  are  deaf, 
dumb,  blind,  feeble-minded  or  insane  shall  always  be  fostered  and  sup- 
ported.” 

“ No  change  from  sec.  10,  Art.  XIII  of  the  present  constitution,  except  to 
insert  the  word  4 feeble-minded  ’ for  the  piirpose  of  making  a constitutional 
provision  for  the  care  of  this  class  of  unfortunates  as  well  as  the  others 
named.” 

D28.  Montana  (1907)  : Session  Laws,  1907,  p.  50,  authorizing  the  establish- 
ment of  county  free  high  schools,  held  not  objectionable  as  delegating 
legislative  power  to  the  voters  of  the  counties. — Evers  v.  Hudson,  92  p., 
462. 

Constitution,  art.  11,  secs.  1,  11,  held  a mandate  to  the  legislature  to 
establish  free  common  schools,  etc.,  not  a limitation  on  legislative  power 
to  provide  for  county  free  high  schools. — IMd. 

29*.  Nevada:  Providing  for  the  reorganization  of  the  system  of  school  super- 
vision and  maintenance  and  repealing  all  conflicting  acts. 

Numerous  amendments  to  existing  statutes.  Among  important  ones 
may  be  noted  the  following : Abolishing  office  of  county  superintendent 
and  establishing  office  of  deputy  superintendent  of  public  instruction,  one 
for  each  of  the  supervision  districts  into  which  the  State  is  divided ; re- 
organizing the  plan  of  examination  and  certification  of  teachers,  such  to 
be  under  the  direction  of  state  board  of  education  and  the  board  of  edu- 
cational examiners,  created;  creating  office  of  city  superintendent  of 
schools  for  certain  districts;  increasing  state  school  tax  from  5 cents  to 
6 cents;  modifying  method  of  apportionment  of  state  school  moneys, 
using  number  of  teachers  as  partial  basis. 

Chap.  182,  Mar.  29,  1907.  (Aug.  1,  1907.) 

30.  New  Jersey:  Amending  sec.  126,  chap.  1,  acts,  1903  (sp.  sess.,  Oct.  15), 
relating  to  schoolhouses,  facilities,  and  accommodations. 

Defining  suitable  school  facilities  and  accommodations  to  mean,  “ proper 
school  buildings,  together  with  furniture  and  equipment,  convenience  of 
access  thereto,  and  courses  of  study  suited  to  the  ages  and  attainments 
of  all  pupils  between  the  ages  of  5 and  20  years.”  Provision  for  within 
school  district  or  by  transportation  of  pupils. 

Chap.  123,  May  7, 1907. 

D31.  New  Jersey  (1905):  On  a controversy  between  a citizen  and  a local 
board  of  education  respecting  the  public  school  to  which  the  children  of 
the  citizen  should  be  assigned,  the  remedies  provided  by  school  law,  1903 
(P.  L.,  21),  by  application  to  the  state  superintendent  of  public  instruc- 
tion, must  be  exhausted  before  mandamus  will  issue.— Stockton  v.  Board 
of  Education  of  City  of  Burlington,  59  A.,  1061. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


29 


32.  New  Mexico:  Revising  and  systematizing  the  school  laws.  Repealing  and 
reenacting  with  amendments  sundry  sections.  Compiled  Laws,  1897,  and 
sundry  chapters,  laws,  1901,  1903,  and  1905. 

Providing  for  the  reorganization  and  compensation  of  the  territorial 
board  of  education ; prescribing  its  general  powers  and  duties  with  refer- 
ence to  teacher’s  certificate,  uniform  text-books,  course  of  study,  teachers’ 
institutes,  etc. 

Providing,  also,  for  the  appointment,  term,  salary,  etc.,  of  superintend- 
ent of  public  instruction  and  prescribing  his  general  powers  and  duties. 

Providing,  also,  for  the  election,  qualifications,  salary,  etc.,  of  county 
superintendents;  for  the  creation  and  alteration  of  school  districts;  for 
tax  levies  for  school  purposes;  for  care  of  school  lands.  Prescribing 
certain  conditions  relative  to  payment  of  teachers’  salaries  (see  enact- 
ment No.  859). 

Chap.  97,  Mar.  21,  1907. 

D 33.  New  York  (1905)  : Charter  city  of  Buffalo  (laws,  1891,  p.  210,  chap. 
105),  sec.  334,  in  defining  the  duties  of  the  school  examiners,  provides 
that  they  shall  hold  at  least  one  stated  meeting  each  month.  Sec.  337 
(p.  211)  provides  that  the  examiners  shall  hold  stated  examinations  at 
such  of  their  regular  meetings  as  they  may  designate,  and  at  least  as 
often  as  once  every  three  months,  of  all  applicants,  etc.  Held  that,  there 
being  no  statute  prohibiting  the  holding  of  such  examinations  on  Sat- 
urday, or  requiring  the  board  to  refrain  from  examining  on  that  day 
persons  who  observe  it  as  a day  of  worship,  or  to  grant  such  persons  a 
special  examination  on  some  other  day,  a Jewish  applicant  is  not  deprived 
of  the  -equal  protection  of  the  law  and  discriminated  against  because  of 
her  race  by  being  denied  such  examination  on  some  day  other  than  Satur- 
day.— Cohn  v.  Townsend,  94  N.  Y.  S.,  817. 

D 34.  New  York  (1908)  : 0 Laws,  1893,  p.  1495,  chap.  661,  as  amended  by  laws, 
1900,  p.  1484,  chap.  667,  sec.  2,  being  sec.  210  of  the  public  health  law, 
excluding  children  not  vaccinated  from  the  public  schools,  is  not  a viola- 
tion of  constitution,  art.  1,  secs.  1,  6,  guaranteeing  the  citizen  the  pro- 
tection of  his  rights,  privileges,  and  liberties. — Viemeister  v.  White,  72 
N.  E.,  97. 

Laws,  1893,  p.  1495,  chap.  661,  as  amended  by  laws,  1900,  p.  1484, 
chap.  667,  sec.  2,  being  sec.  210  of  the  public  health  law,  excluding  chil- 
dren not  vaccinated  from  the  public  schools,  is  not  in  violation  of  the 
constitution,  art.  9,  sec.  1,  providing  for  free  common  schools  wherein 
all  children  of  the  State  may  be  educated. — Ibid. 

35*.  North  Dakota:  Providing  for  the  revision  and  compilation  of  the  school 
laws. 

Authorizing  attorney-general  to  revise,  compile,  arrange,  simplify,  and 
classify  school  laws.  Report  to  legislature  of  1909. 

Chap.  102,  Mar.  12,  1907. 

36.  North  Dakota:  Providing  for  a uniform  system  of  accounting  by  state  in- 

stitutions, prescribing  the  books,  forms,  duties  of  the  accounting  officer, 
the  state  auditor,  and  institution  treasurers  with  regard  to  such  uniform 
system  of  accounting;  also  prescribing  the  form  of  checks  and  receipts 
to  be  used  and  the  manner  of  accounting  to  the  state  auditor  and  the 
state  treasurer. 

Chap.  232,  Mar.  13,  1907. 

37.  Ohio:  Providing  for  the  relief  of  sufferers  from  fire  at  a public  school  in 

Collinwood,  Ohio. 

Creating  “ Collinwood  School  Fire  Relief  Commission.”  Appropriating 
$25,000. 

H.  B.  1224,  p.  597,  Mar.  6,  1908. 


See  “ Recent  decisions,”  at  the  close  of  this  bulletin,  for  complete  text  of  decision. 


30 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


D 38.  Ohio  (1904)  : New  code,  sec.  217  (96  Ohio  Laws,  p.  91),  in  so  far  as  it 
provides  for  the  mode  or  system  of  government  of  the  Toledo  University, 
who  the  directors  shall  be,  and  how  they  shall  be  appointed,  necessarily 
abrogates  so  much  of  Rev.  Stat.,  sec.  4105,  as  contains  the  provision 
that  the  matter  shall  be  committed  to  the  control  of  the  board  of  educa- 
tion of  the  city  school  district,  but  it  does  not  abrogate  that  portion  of 
such  section  providing  for  the  levy  of  taxes  by  the  board  of  education.— 
Waddick  v.  Merrell,  26  Ohio  Cir.  Ct.  R.,  437. 

D39.  Ohio  (1904)  : Act  Apr.  25,  1904,  attempting  to  re-create  and  legalize  spe- 
cial school  districts  theretofore  existing,  was  violative  of  constitution, 
art.  2,  sec.  25,  providing  that  all  laws  of  a general  nature  shall  have  a 
uniform  operation  throughout  the  State— State  v.  Hickman,  27  Ohio  Cir. 
Ct.  R.,  216. 

D 40.  Ohio  (1905)  : Rev.  Stat.,  1892,  sec.  3891,  and  Rev.  Stat.,  1892,  sec.  3891- 
3928,  as  amended  by  act  April  25,  1904  (97  Ohio  Laws,  p.  334),  being  an 
act  to  provide  for  the  organization  of  the  common  schools  and  to  amend, 
repeal,  and  supplement  certain  sections  of  the  Revised  Statutes,  are  un- 
constitutional, in  so  far  as  they  declare  to  be  legal  and  valid  special 
school  districts;  special  districts  which  have  been  created  under  the  pro- 
visions of  invalid  special  acts  of  the  general  assembly. — Bartlett  v. 
State,  75  N.  E.,  939 ; 73  Ohio  Stat.,  54. 

D41.  Ohio  (1907)  : Whether  a rule  or  regulation  adopted  by  a board  of  educa- 
tion under  Rev.  Stat.,  sec.  3986,  empowering  the  board  of  education  of 
any  schodl  district  to  make  and  enforce  such  rules  and  regulations  to 
secure  the  vaccination  of,  and  to  prevent  the  spread  of  smallpox  among, 
the  pupils  attending,  or  eligible  to  attend,  the  schools  of  the  district,  as  in 
its  opinion  the  safety  and  interests  of  the  public  require,  is  a reasonable 
rule  or  regulation,  is  to  be  determined  in  the  first  instance  by  the  board  of 
education,  and  the  courts  will  not  interfere  unless  it  be  clearly  shown 
that  there  has  been  an  abuse  of  its  discretion. — (1907)  State  v.  Board  of 
Education  of  Village  of  Barberton,  81  N.  E.,  568;  76  Ohio  Stat.,  297, 
affirming  judgment  (1905)  29  Ohio  Cir.  Ct.  R.,  375. 

42.  Oklahoma:  Constitutional  provisions  ® concerning  education  (adopted  Sept. 
17,  1907)  : 

Article  XIII. 


EDUCATION. 

“Section  1.  The  legislature  shall  establish  and  maintain  a system  of 
free  public  schools  wherein  all  the  children  of  the  State  may  be  educated. 

“Sec.  2.  The  legislature  shall  provide  for  the  establishment  and  support 
of  institutions  for  the  care  and  education  of  the  deaf,  dumb,  and  blind  of 
the  State. 

“Sec.  3.  Separate  schools  for  white  and  colored  children  with  like  ac- 
commodations shall  be  provided  by  the  legislature  and  impartially  main- 
tained. The  term  ‘ colored  children,’  as  used  in  this  section,  shall  be  con- 
strued to  mean  children  of  African  descent.  The  term  ‘ white  children  ’ 
shall  include  all  other  children. 

“Sec.  4.  The  legislature  shall  provide  for  the  compulsory  attendance 
at  some  public,  or  other  school,  unless  other  means  of  education  are  pro- 
vided, of  all  the  children  in  the  State  who  are  sound  in  mind  and  body, 
between  the  ages  of  eight  and  sixteen  years,  for  at  least  three  months  in 
each  year. 

“Sec.  5.  The  supervision  of  instruction  in  the  public  schools  shall  be 
vested  in  a board  of  education,  whose  powers  and  duties  shall  be  pre- 
scribed by  law.  The  superintendent  of  public  instruction  shall  be  presi- 
dent of  the  board.  Until  otherwise  provided  by  law,  the  governor,  secre- 
tary of  state,  and  attorney  general  shall  be  ex-officio  members,  and  with 
the  superintendent,  compose  said  board  of  education. 

“Sec.  6.  The  legislature  shall  provide  for  a uniform  system  of  text 
books  for  the  common  schools  of  the  State. 


See  p.  78  for  provision  concerning  school  lands. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


31 


“Sec.  7.  The  legislature  shall  provide  for  the  teaching  of  the  elements 
of  agriculture,  horticulture,  stock  feeding,  and  domestic  science  in  the 
common  schools  of  the  State.” 

43.  Oklahoma:  Making  it  an  offense  punishable  by  fine  and  removal  from  office 
for  any  executive,  legislative,  ministerial,  or  judicial  officer  of  this  State, 
district,  county,  city,  or  other  municipal  subdivision  of  the  State,  to 
appoint  or  vote  for  the  appointment  of  any  person  related  to  him  by 
affinity  or  consanguinity  within  the  third  degree,  to  any  clerkship,  office, 
position,  employment,  or  duty  in  any  department  of  the  government  of 
which  such  executive,  legislative,  ministerial,  or  judicial  officer  may  be  a 
member;  or  any  person  so  related  to  any  other  such  officer  in  considera- 
tion of  the  appointment  or  vote  for  the  appointment  by  such  other  officer 
of  any  person  so  related  to  the  officer  making  or  voting  for  such  appoint- 
ment; prohibiting  the  payment  of  any  such  ineligible  person  out  of  any 
public  funds,  and  providing  for  suitable  punishment  and  removal  from 
office  for  the  violation  of  this  act. 

Including  public-school  trustees,  officers,  and  boards  of  managers  of 
the  State  University  and  its  several  branches,  and  state  normal  schools 
within  the  enumerated  list  of  officials  to  whom  act  applies. 

Chap.  60,  S.  B.  300,  p.  573,  May  8,  1908. 

44*.  Oklahoma:  Providing  for  separate  schools  and  school  officers  for  the  white 
and  colored  races,  and  fixing  a penalty  for  the  violation  thereof. 

Defining  “ white  ” and  “ colored  ” schools.  Providing  for  separate 
boards  of  school  officers  for  each,  and  prescribing  penalties  for  teachers 
violating  provisions  for  separate  schools.  Prescribing  maintenance  of 
private  schools  on  separate  basis,  and  prohibiting  white  persons  from 
attending  colored  schools  or  colleges. 

Chap.  77,  H.  B.  365,  p.  694,  May  5, 1908. 

D45.  Oklahoma  (1904)  : Act  March  8,  1901  (acts,  1901,  p.  205,  c.  28,  art. 
9),  providing  for  separate  schools  for  white  and  colored  children,  and 
that  schoolhouses  shall  be  built  by  the  county,  but  that  it  shall  be 
at  no  expense  on  account  thereof,  but  the  school  district  shall  keep  such 
in  repair,  and  the  county  shall  be  at  no  expense  where  districts  at  the 
passage  of  the  act  have  schoolhouses  for  that  class  of  children,  white  or 
colored,  that  are  fewer  in  number  in  the  district,  is  not  unconstitutional 
because  of  interference  with  property  rights  without  just  compensation. — 
Board  of  Education  of  City  of  Kingfisher  v.  Board  of  Commissioners  of 
Kingfisher  County,  78  P.,  455,  14  Okl.,  322. 

School  districts  which  include  cities  of  the  first  class  may,  without 
special  authority,  erect  in  the  district  such  buildings  as  may  be  deemed 
advisable  for  the  separate  use  of  white  and  colored  children,  regardless  of 
the  question  whether  or  not  they  had  the  legal  right  to  prohibit  colored 
children  from  attending  a white  school. — Board  of  Education  of  City  of 
Kingfisher  v.  Board  of  Commissioners  of  Kingfisher  County,  78  P.,  455, 
14  Okl.,  322. 

46.  Oregon:  Authorizing  superintendent  of  public  instruction  to  annotate  and 

compile  the  school  laws  of  the  State. 

H.  Jt.  Res.  No.  17,  p.  504,  Feb.  20,  1907. 

47.  Pennsylvania:  Providing  for  the  appointment  of  a commission  by  the  gov- 

ernor, for  the  purpose  of  amending,  revising,  and  collating  the  laws 
touching  upon  the  public  schools  of  the  State,  and  for  the  further  purpose 
of  suggesting  new  legislation  for  the  welfare  of  said  schools,  and  making 
an  appropriation  of  $5,000  to  meet  the  expenses  of  said  commission. 

Jt.  Res.  No.  140,  May  8,  1907. 

48.  Pennsylvania:  Appropriating  $1,750  for  the  payment  of  the  expenses  of  the 

senatorial  committee  appointed  Mar.  15,  1907,  for  the  purpose  of  making 


32  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

an  investigation  of  the  school  system  of  the  first  school  district  of  Pennsyl- 
vania upon  complaints  of  the  citizens  thereof. 

Act  No.  368,  June  13,  1907. 

D 49.  Pennsylvania  (1905)  : A decision  of  school  directors  that  certain  chil- 
dren are  not  residents  of  the  district  and  entitled  to  attend  school  therein 
can  not  be  reviewed  by  a court  and  jury. — Commonwealth  v . Wenner, 
61  A.,  247 ; 211  Penn.,  637. 

50.  Tennessee:  Creating  a joint  legislative  committee  of  seven  to  report  on 

legislation  with  reference  to  a uniform  system  of  public  schools. 

p.  2237,  Feb.  2,  1907. 

51.  Virginia:  Amending  and  reenacting  sec.  1472,  code,  1904,  as  amended,  rela- 

tive to  school  officers  and  teachers  not  having  any  pecuniary  interest  in 
schoolbooks,  appliances,  furniture,  or  supplies ; exceptions ; neither  school 
or  corporation  officers  to  discount  warrants. 

Excepting  merchants  selling  in  the  regular  course  of  business  books 
selected  and  adopted  by  the  state  board  of  education. 

Chap.  196,  Mar.  12,  1908. 

52.  Virginia:  Providing  for  a commission  to  devise  a stable  method  for  the 

maintenance,  management,  and  expansion  of  the  educational  institutions 
of  the  State. 

Commission  of  seven,  including  four  experienced  educators,  to  be  ap- 
pointed by  governor.  Report  next  session. 

Chap.  272,  Mar.  13,  1908. 

53.  Washington:  Creating  a commission  to  revise  and  recodify  the  code  of 

public  instruction,  defining  its  powers  and  duties,  and  making  an  appro- 
priation. 

Report  to  legislature  of  1908.  Maximum  expenditure,  $500. 

Chap.  141,  Mar.  12,  1907. 

54.  West  Virginia:  Amending  and  reenacting  chap.  45,  code,  1906,  relative  to 

education.® 

Chap.  27,  Mar.  6,  1908. 

55.  Wisconsin:  Relating  to  greater  harmony  between  state  and  national  edu- 

cation. 

“ Whereas,  Education  is  at  the  basis  of  all  progress  in  our  country ; 

“ Whereas,  We  have  in  the  States  not  yet  touched  upon  the  great  prob- 
lem of  universal  education ; 

“ Whereas,  The  cooperation  of  the  State  and  nation  is  more  needed  now 
than  ever  because  of  the  great  mass  of  immigration  flowing  into  this 
country ; 

“ Be  it  resolved,  That  our  representatives  in  Congress  be  hereby  memo- 
rialized that  they  use  their  best  efforts  to  bring  about  an  amendment  to 
the  Federal  Constitution  empowering  Congress  to  pass  proper  legislation 
establishing  a harmonious  system  of  education  and  to  establish  and 
maintain  conjointly  with  the  States  a national  system  of  education.” 

Joint  Res.  No.  36,  p.  1295, 1907. 

D56.  Wisconsin  (1908)  :6  The  discretion  of  school  authorities  in  government 
and  discipline  of  pupils  is  very  broad,  and  the  courts  will  not  interfere 
with  the  exercise  of  such  authority,  except  when  illegally  or  unreason- 
ably exercised. — State  v.  District  Board  of  School  Dist.  No.  1,  116  N.  W., 
232. 


“This  measure  revises  the  entire  school  law  of  the  State.  It  contains  270  separate 
sections,  and  owing  to  its  great  length  it  has  been  found  to  be  inexpedient  to  analyze  and 
present  in  classified  manner  the  numerous  and,  in  many  instances,  important  changes 
brought  about.  According  to  the  estimate  of  the  state  superintendent,  Mr.  Thomas  C. 
Miller,  the  following  items  represent  the  most  important  modifications  introduced : 
(a)  District  supervision;  (b)  consolidation  of  schools;  (c)  increased  salaries  for  teach- 
ers; ( d ) a state  board  of  education;  (e)  state  aid  to  weak  school  districts;  ( f ) more 
rigid  compulsory  education. 

6 See  “ Recent  decisions,”  at  the  close  of  this  bulletin,  for  complete  text  of  decision. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


33 


57.  Wisconsin:  Proposing  amendment  to  sec.  3,  art.  10,  of  the  constitution, 
relating  to  the  school  age. 

Fixing  school  age  6 to  20  ( formerly  4 to  20 ) . 

Jt.  Res.  No.  23,  p.  1288,  1907. 


(b)  State  Boards  and  Officers. 

The  legislation  of  the  biennium  concerning  state  boards  and  officers 
continues  to  display  a continued  endeavor  to  increase  their  efficiency 
and  expand  their  influence,  especially  so  in  the  case  of  the  state  super- 
intendent of  public  instruction.  In  evidence  of  this  may  be  pointed 
out  the  enactments  in  Arizona  (59),  Louisiana  (72),  Maine  (74), 
Mississippi  (79),  Montana  (81),  Pennsylvania  (96),  Utah  (105), 
Virginia  (107),  Washington  (109),  providing  for  considerably  in- 
creased salaries  for  this  officer,  as  well  as  the  enactments  in  Arizona 
(60),  (61),  Connecticut  (65),  North  Dakota  (89),  Rhode  Island  (98), 
(99),  Utah  (104),  Vermont  (106),  Washington  (110),  and  Wisconsin 
(114),  (115),  providing  for  increased  sums  for  clerical  expenses  and 
increased  compensation  for  assistants,  deputies,  and  inspectors. 

The  new  code  of  West  Virginia  (54)  provided  for  a state  board  of 
education.  California  proposed  a constitutional  amendment  rela- 
tive to  the  constitution  of  the  state  board  of  education,  so  as  to  permit 
of  the  wider  representation  of  the  several  educational  interests  of  the 
State.  Massachusetts  (76)  amended  the  act  creating  the  commission 
on  industrial  education,  passed  in  1906,  so  as  to  admit  the  appointment 
of  one  woman. 

Even  a brief  review  of  the  legislation  of  this  group  would  include 
specific  mention  of  the  organization  of  state  text-book  commissions 
in  Idaho  (68),  Montana  (80),  Nevada  (82),  and  Oklahoma  (93). 

The  interpretations  placed  by  the  highest  courts  of  Maryland 
(D  75)  and  New  York  (D  87),  (D  88),  upon  the  statutes  regulat- 
ing the  powers  of  state  boards  and  state  superintendents  will  have 
a tendency  to  dignify  as  well  as  increase  the  responsibility  of  these 
officers.  The  decision  in  the  case  of  the  State  of  Florida  v.  Bryan 
(D  67)  was  of  much  importance  to  the  higher  educational  interests 
of  that  State.  • 

58.  Alabama:  See  enactment  No.  llJ/Jf. 

59.  Arizona:  Amending  sec.  19,  act  No.  89,  acts,  1903,  relative  to  the  office  and 

salary  of  superintendent  of  public  instruction. 

Increasing  annual  salary  from  $1,800  to  $2,000. 

Sec.  8,  chap.  67,  Mar.  21,  1907.  (July  1,  1907). 

60.  Arizona:  Amending  subdiv.  6,  sec.  17,  act  No.  89,  acts,  1903,  relative  to 

duties  of  superintendents  of  public  instruction. 

Increasing  allowance  for  printing  annual  report  from  $350  to  $500. 

Sec.  9,  chap.  67,  Mar.  21,  1907.  (July  1,  1907). 


63470—09 3 


34 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


61.  Arizona:  Amending  subdiv.  4,  sec.  17,  act  No.  89,  acts,  1903,  relative  to 
the  duties  of  the  superintendent  of  public  instruction. 

Defining  in  greater  detail  duties  regarding  the  preparation,  printing, 
and  furnishing  of  blank  forms,  registers,  certificates,  courses  of  study, 
examination  questions,  etc.  Increasing  annual  allowance  for  same  from 
$800  to  $1,000. 

Sec.  14,  chap.  67,  Mar.  21,  1907.  (July  1,  1907). 

D 62.  Arkansas  (1907)  : Under  constitution,  1874,  art.  19,  sec.  19,  making  it  the 
duty  of  the  general  assembly  to  provide  by  law  for  the  support  of  insti- 
tutions for  the  education  of  the  deaf,  dumb,  and  blind,  and  for  the  treat- 
ment of  the  insane,  the  legislature  had  power  to  make  the  superintendent 
of  the  Arkansas  School  for  the  Blind  a public  officer,  notwithstanding 
sec.  9,  forbidding  the  general  assembly  to  create  any  permanent  state 
offices  not  provided  for  in  the  constitution. — Lucas  v.  Futrall,  106 
S.  W.,  667. 

63.  California:  Proposing  amendment  to  sec.  7,  art.  9 (constitution,  1879,  as 

amended  Nov.  6,  1894),  relative  to  state  and  county  boards  of  education. 

Changing  composition  of  state  board  of  education  so  as  to  provide  for 
wider  representation  of  the  several  educational  interests  of  the  State. — 

Jt.  Res.,  chap.  43,  p.  1369,  Mar.  14,  1907. 

Defeated,  November,  1908. 

64.  California:  Amending  sec.  1532,  political  code,  1906,  relative  to  the  duties 

of  the  superintendent  of  public  instruction. 

Report  of  total  number  of  children  in  State  between  5 and  17  years  of 
age  to  be  made  to  the  controller  in  August  (formerly  July). 

Chap.  53,  Mar.  1,  1907. 

65.  Connecticut:  Amending  sec.  4811,  statutes,  1902,  as  amended  by  chap.  251, 

public  acts,  1905,  concerning  the  salary  of  the  chief  clerk  of  the  state 
board  of  education. 

Increasing  maximum  salary  allowed  from  $1,800  to  $2,500. 

Chap.  7,  Mar.  20,  1907. 

66.  Connecticut:  Repealing  sec.  134,  statutes,  1902;  chaps.  7 and  55,  acts, 

1903;  and  chaps.  26  and  29,  acts,  1905,  concerning  the  printing  of  public 
documents. 

Fixing  number  of  printed  reports  of  all  state  officers  and  boards. 
Commissioner  of  the  school  fund,  1,000  copies;  state  board  of  education, 
6,000  copies ; Connecticut  Agricultural  Experiment  Station,  12,000 ; 
Agricultural  College,  1,000 ; Storrs  Agricultural  Experiment  Station, 
7,000. 

Chap.  133,  June  21,  1907. 

D 67.  Florida  (1905)  : Laws,  1905,  chap.  5384,  abolishing  the  Florida  Agricul- 
tural College,  officially  designated  as  the  University  of  Florida,  and  other 
schools,  and  providing  for  the  creation  of  a board  of  control  to  manage 
•all  of  the  several  institutions  created  and  provided  to  be  supported  and 
maintained  by  the  act,  does  not  conflict  with  act  of  Congress  July  2,  1862, 
chap.  130,  12  Stat.  503,  which  donated  lands  for  the  support  of  a college 
where  the  leading  objects  should  be  instruction  in  agriculture  and  the 
mechanic  arts  and  military  tactics. — State  v.  Bryan,  39  So.,  929. 

68.  Idaho:  See  enactment  No.  1146. 

69.  Iowa:  Amending  sec.  168,  code  supplement,  1902,  concerning  the  furnishing 

of  supplies  and  postage  to  state  officials  by  the  executive  council. 
Including  among  such  the  educational  board  of  examiners. 

Sec.  1,  chap.  6,  Apr.  4,  1907. 

70.  Iowa:  Amending  sec.  2634a,  code  supplement,  1902,  relative  to  compensation 

of  members  and  officers  of  the  board  of  educational  examiners. 

Sec.  4,  chap.  6,  Apr.  4,  1907. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


35 


71.  Kansas:  Amending  sec.  6457,  statutes,  1901,  relative  to  state  text-book  com- 

mission. 

Not  more  than  five  (formerly  three)  of  the  eight  members  to  be  of  one 
political  party. 

Chap.  328,  Mar.  9,  1907. 

72.  Louisiana:  Proposing  an  amendment  to  art.  249,  constitution,  relating  to 

the  office  of  the  state  superintendent  of  public  education. 

Increasing  annual  compensation  from  $2,000  to  $5,000.  Removing  limi- 
tation imposed  on  office  expenditures. — Adopted,  November,  1908. 

Act  No.  28  (Jt.  Res.),  June  20,  1908. 

73.  Louisiana:  Amending  and  reenacting  sec.  3,  act  214,  acts,  1902,  relative  to 

powers  of  state  board  of  education. 

Striking  out  provisions  relative  to  appointment  of  parish  school  direct- 
ors, and  the  making  of  rules  and  regulations  for  the  government  of 
public  schools.  Preference  to  be  given  to  Louisiana  publications  in  adopt- 
ing text-books. 

Act  No.  231,  July  8,  1908. 

74.  Maine:  Increasing  the  salary  of  state  superintendent  of  schools  and  further 

defining  his  duties. 

Annual  salary  fixed  at  $2,500  (formerly  $1,500,  chap.  307,  acts,  1889; 
sec.  1,  chap.  116,  Revised  Laws,  1903).  Actual  cash  expenses  incurred 
in  the  performance  of  official  duties  to  be  paid  out  of  specific  appropria- 
tion. Official  duties  to  be  performed  at  the  seat  of  government. 

Chap.  171,  Mar.  27,  1907. 

74a.  Maryland:  Amending  sec.  17D,  chap.  356,  acts,  1906,  relative  to  assistant 
superintendent  of  public  instruction. 

Increasing  annual  compensation  from  $1,500  to  $2,000. 

Chap.  494,  p.  225,  Apr.  8,  1908. 

D 75.  Maryland  (1906)  : Code  Pub.  Gen.  Laws,  1904,  art.  77,  sec.  11,  providing 
that  the  state  board  of  education  shall,  to  the  best  of  their  ability,  cause 
the  provisions  of  the  article  to  be  carried  into  effect,  that  they  shall 
explain  the  true  intent  and  meaning  of  the  law,  and  shall  decide,  with- 
out expense  to  the  parties  concerned,  all  controversies  and  disputes 
arising  under  it,  and  that  their  decisions  shall  be  final,  constituted  a 
valid  exercise  of  legislative  power,  and  conferred  visitorial  powers  on 
such  state  board  of  education  over  school  matters  in  the  State. — Under- 
wood v.  Board  of  County  School  Commissioners  of  Prince  George  County, 
63  A.  221,  103  Md.,  181;  Nally  v.  Underwood,  id. 

76.  Massachusetts:  See  enactment  No.  1280. 

77.  Minnesota:  Providing  for  a board  for  the  investment  of  the  permanent 

school,  permanent  university,  and  other  permanent  trust  funds. 

Defining  membership  and  powers. 

Chap.  340,  Apr.  23,  1907. 

78.  Minnesota:  Establishing  a state  board  of  visitors  for  the  public  institutions 

in  the  State. 

Providing  for  constitution  of  board.  Applies  to  charitable  and  cor- 
rectional institutions. 

Chap.  441,  Apr.  25,  1907. 

79.  Mississippi:  Fixing  the  salary  of  the  state  superintendent  of  education. 

Increasing  annual  salary  from  $2,000  to  $2,500.  (Amending  chap. 
134,  laws,  1904,  sec.  4476,  code,  1906.) 

Chap.  145,  Feb.  26,  1908. 


80.  Montana:  See  enactment  No.  11^8. 


36 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


81.  Montana:  Amending  sec.  1716,  political  code,  1895,  relative  to  salary  of 
superintendent  of  public  instruction. 

Increasing  annual  salary  from  $2,500  to  $3,000. 

Chap  116,  Mar.  6,  1907.  (Jan.,  1909.) 


82.  Nevada:  See  enactment  No.  llJf9. 

S3.  New  Jersey:  Creating  a department  of  public  reports. 

Providing  for  a commissioner,  and  prescribing  salary  and  duties.  All 
official  reports  to  be  examined,  edited,  and  indexed.  Approval  of  reports 
before  printing. 

Chap.  211,  Apr.  13,  1908. 

D 84.  New  Jersey  (1905)  : Under  acts,  1902,  p.  72,  sec.  10,  the  state  superin- 
tendent of  schools  has  power  to  decide  all  controversies  under  the  school 
laws  as  to  the  election  of  members  of  the  board  of  education  of  certain 
municipalities,  subject  to  appeal  to  the  state  board  of  education. — Du 
Four  v.  State  Supt.  of  Public  Instruction,  61  A.,  258. 

85.  New  Mexico:  See  enactment  No.  11^9. 

86.  New  York:  See  enactment  No.  1595. 

D 87.  New  York  (1906)  :a  While  no  express  authority  was  given  the  state 
superintendent  of  public  instruction  under  Consolidated  School  Law, 
Laws,  1894,  p.  1181,  chap.  556,  to  establish  regulations  as  to  the  manage- 
ment of  public  schools,  he  has  the  power  to  make  such  regulations  as  are 
consonant  with  the  general  purpose  of  the  statute  and  not  inconsistent 
with  the  laws  of  the  state. — O’Connor  v.  Hendrick,  77  N.  E.,  612. 

A regulation  of  the  superintendent  of  public  instruction  prohibiting 
teachers  in  public  schools  from  wearing  a distinctly  religious  garb  while 
teaching  therein  is  a reasonable  and  valid  exercise  of  the  powers  con- 
ferred upon  him  to  establish  regulations  as  to  the  management  of  public 
schools,  because  the  influence  of  such  apparel  is  distinctly  sectarian,  and 
the  prohibition  is  in  accord  with  the  public  policy  of  the  state,  as  declared 
in  constitution,  art.  9,  sec.  4,  forbidding  the  use  of  property  or  credit  of 
the  state  in  the  aid  of  sectarian  influences. — Ibid. 

D88*.  New  York  (1908)  :a  The  jurisdiction  of  the  commission  of  education 
applies  to  the  common  schools  of  cities  of  the  second  class,  including  the 
city  of  Troy,  so  that  an  appeal  from  an  order  dismissing  a proceeding  to 
remove  a superintendent  of  schools  of  such  city  was  properly  taken  to 
such  commissioner,  under  laws,  1894,  p.  1181,  chap.  556,  as  amended  by 
laws  1904,  p.  94,  chap.  40,  conferring  on  the  commissioner  of  education 
the  powers  and  duties  of  superintendent  of  public  instruction  previously 
exercised  by  such  superintendent,  including  the  power  to  determine  such 
appeals. — Harris  v.  Draper,  109  N.  Y.  Sup.,  983. 

Under  laws,  1894,  p.  1181,  chap.  556,  as  amended  by  laws,  1904,  p.  94, 
chap.  40,  conferring  on  the  commissioner  of  education  authority  to  hear 
appeals  of  any  person  considering  himself  aggrieved  in  consequence  of 
any  decision  of  a board  of  education  with  reference  to  the  common 
schools  of  the  state,  it  is  the  duty  of  the  appellant  to  establish  before  the 
commissioner  that  he  is  in  fact  a party  aggrieved  by  the  decision  appealed 
from. — Ibid. 

89.  North  Dakota:  Providing  for  the  payment  of  the  necessary  expenses  of 
state  officers. 

Allowing  state  superintendent  among  other  state  officers  $500  for  ex- 
penses incurred  in  discharge  of  duties.  To  be  paid  quarterly  without 
filing  itemized  statement. 

Chap.  30,  Mar.  4,  1907. 


See  “ Recent  decisions,”  at  the  close  of  this  bulletin,  for  complete  text  of  decision. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


37 


90.  North  Dakota:  Amending  sec.  747,  Revised  Codes,  1905,  relative  to  quali- 

fications of  state  superintendent  of  public  instruction. 

Must  be  the  bolder  of  a state  certificate  of  the  highest  grade  issued  in 
the  state  (formerly,  some  state). 

Sec.  1,  chap.  95,  Mar.  19,  1907. 

91.  North  Dakota:  Requiring  the  governor  to  furnish  each  legislative  assembly 

a financial  and  statistical  report  on  state  institutions. 

Prescribing  items  of  such  reports,  requiring  trustees  of  institutions  to 
furnish  data  demanded  by  the  governor,  and  providing  for  payment  of 
clerical  and  printing  costs. 

Chap.  233,  Mar.  19,  1907. 

92.  Ohio:  Providing  for  an  investigation  of  charges  against  members  of  the 

board  of  state  school  examiners  and  the  state  commissioner  of  common 
schools. 

S.  Jt.  Res.  55,  p.  620,  Feb.  6,  1908. 

93.  Oklahoma:  See  enactment  No.  1151. 

94.  Oklahoma:  Converting  to  the  use  of  the  state  board  of  education  all  funds 

in  the  hands  of  the  state  treasurer  from  territorial  funds  now  placed  to 
their  credit. 

Fixing  salary  and  mileage  of  members. 

Chap.  5,  S.  B.  352,  p.  101,  May  23,  1908. 

95.  Oregon:  Amending  sec.  3449,  Bellinger  and  Cotton’s  Annotated  Codes  and 

Statutes,  1901,  relative  to  sessions  of  board  of  state  text-book  commis- 
sioners. 

Changing  sextennial  sessions  from  July  to  June. 

Chap.  13,  Feb.  8,  1907. 

96.  Pennsylvania:  Fixing  the  salary  of  the  superintendent  of  public  instruc- 

tion and  of  the  deputy  superintendents  of  public  instruction. 

Raising  salary  of  state  superintendent  from  $4,000  to  $5,000,  and  fixing 
that  of  deputies  at  $2,000  per  year. 

Act  No.  71,  Apr.  15,  1907. 

97.  Pennsylvania:  Amending  par.  X,  sec.  1,  No.  130,  acts,  1905,  regulating  the 

publication,  binding,  and  distribution  of  public  documents. 

Authorizing  the  publication  annually  of  5,000  additional  copies  of  the 
report  of  the  superintendent  of  public  instruction,  and  15,000  additional 
copies,  biennially,  of  school  laws  and  decisions. 

Act  No.  201,  May  28,  1907. 

98.  Rhode  Island:  Amending  sec.  1,  chap.  978,  acts,  1891  (sec.  2,  chap.  52, 

General  Laws,  1896),  relative  to  clerical  assistance  for  the  commissioner 
of  public  schools. 

Chap.  1473,  Apr.  23,  1907. 

99.  Rhode  Island:  Amending  sec.  14,  chap.  51,  General  Laws,  1896,  relative  to 

state  board  of  education. 

Members  and  secretary  of  board  to  be  paid  necessary  expenses  incurred 
in  discharge  of  official  duties. 

Chap.  1534,  Apr.  21,  1908. 

100.  South  Dakota:  Repealing  chap.  22,  Revised  Political  Code,  1903  (chap. 

113,  laws,  1901),  chaps.  75,  126,  127,  128,  129,  130,  131,  132,  and  133, 
laws,  1903,  and  chaps.  68,  99,  100,  102,  103,  158,  and  162,  laws,  1905,  relat- 
ing to  public  education ; and  establishing  a uniform  system  of  education 
for  the  state. 

Prescribing  the  powers  and  duties  of  the  superintendent  of  public  in- 
struction, and  providing  for  the  issuance,  renewal,  validation,  and 


38 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


revocation  of  state  certificates  and  life  diplomas  to  teach  by  such  officer. 
Providing  for  the  election,  qualifications,  and  graded  compensation  of 
county  superintendents  of  schools;  prescribing  the  general  and  special 
powers  and  duties  of  such  officers.  Providing  for  the  organization  and 
government  of  school  districts,  for  the  election,  qualifications,  compensa- 
tion, officers,  powers,  and  duties  of  district  school  boards.  Defining  the 
school  year,  month,  and  day,  and  providing  for  the  conditions  of  employ- 
ment and  general  duties  of  teachers.  Providing  for  the  compulsory 
education  of  children ; for  the  issuance  of  school  bonds,  for  the  organiza- 
tion and  government  of  independent  school  districts  in  cities,  towns,  and 
adjacent  territory,  for  school  libraries,  and  for  township  high  schools. 

Providing  also  for  the  organization  of  a county  board  of  education  for 
the  purpose  of  selecting  and  adopting  uniform  text-books.  Sundry  other 
provisions. 

Chap.  135,  Mar.  13,  1907. 

101.  Tennessee:  Amending  subsec.  12,  sec.  7,  chap.  25,  acts,  1873,  relative  to 

the  duties  of  the  state  superintendent. 

Providing  for  biennial  (formerly  annual)  reports  to  the  governor. 
Statistical  tables  to  be  printed  annually. 

Chap.  153,  Mar.  21,  1907. 

102.  Texas:  See  enactment  No.  1153. 

103.  Utah:  See  enactment  No.  1160. 

104.  Utah:  Amending  sec.  1774,  Revised  Statutes,  1898,  as  amended  by  chap. 

54,  Laws,  1901,  relative  to  the  election  of  state  superintendent  of  public 
instruction,  his  qualifications,  and  the  appointment  and  compensation  of 
his  deputy. 

Deputy  superintendent  to  be  paid  traveling  expenses  (formerly  $400 
per  annum)  ; to  represent  superintendent  at  teachers’  institutes. 

Chap.  41,  Mar.  14,  1907. 

105.  Utah:  Amending  sec.  1,  chap.  73,  Laws,  1901,  relative  to  the  salaries  of 

certain  state  officers. 

Increasing  annual  salary  of  state  superintendent  of  public  instruction 
from  $1,800  to  $2,400. 

Chap.  92,  Mar.  14,  1907. 

106.  Vermont:  Amending  in  a minor  manner  sec.  4,  act  No.  9,  acts,  1888  (sec. 

597,  chap.  32,  Public  Statutes,  1894),  relative  to  expenses  of  superintend- 
ent of  education. 

Sec.  3,  No.  43,  Dec.  18,  1906.  (Apr.  1,  1907.) 

107.  Virginia:  Appropriating  the  public  revenue  for  the  two  fiscal  years  end- 

ing Feb.  28,  1909,  and  Feb.  28,  1910. 

Increasing  annual  compensation  of  state  superintendent  from  $2,800  to 
$3,500  (p.  423).  Increasing  authorized  annual  amount  for  summer 
normal  institutes  from  $5,000  to  $15,000.  Appropriating  $100,000  annu- 
ally for  high  schools;  $20,000  annual  maximum  for  establishment  of 
departments  of  agriculture,  domestic  economy,  and  manual  training  in 
at  least  one  high  school  in  each  congressional  district. 

Chap.  284,  p.  431,  Mar.  14,  1908. 

108.  Virginia:  Amending  and  reenacting  secs.  1433  and  1438,  Code,  1904,  as 

amended,  relative  to  the  duties  of  the  state  board  of  education. 

Providing  for  the  establishment  of  school  divisions  so  as  to  insure  an 
annual  salary  of  not  less  than  $900  for  division  superintendents. 
Exceptions.  Requiring  division  superintendents  of  schools  to  devote  them- 
selves exclusively  to  discharge  of  duties  of  office.  Exceptions.  Modifying 
conditions  relative  to  the  adoption  and  change  of  text-books. 

Chap.  292  (in  part),  Mar.  14,  1908. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


39 


109.  Washington:  Fixing  the  annual  salaries  of  the  several  state  officers  and 

providing  the  manner  of  payment. 

Salary  of  superintendent  of  public  instruction  fixed  at  $3,000. 

Chap.  94,  Mar.  9,  1907. 

110.  Washington:  Amending  sec.  22,  chap.  118,  Laws,  1897  (Code  of  Public 

Instruction),  relative  to  the  powers  and  duties  of  the  superintendent  of 
public  instruction. 

Annual  reports;  traveling  expenses.  Making  superintendent  ex  officio 
member  of  state  board  of  higher  education.  County  superintendent  to 
attend  annual  convention;  mileage.  Basis  of  apportionment  of  school 
funds. 

Sec.  1,  chap.  240,  Mar.  18,  1907. 

111.  Washington:  Amending  sec.  24,  chap.  118,  Laws,  1897  (Code  of  Public 

Instruction),  relative  to  the  state  board  of  education. 

Deputy  superintendent  to  be  secretary  of  board. 

Sec.  2,  chap.  240,  Mar.  18,  1907. 


112.  Washington:  Amending  sec.  27,  chap.  118,  Laws,  1897  (Code  of  Public 
Instruction),  relative  to  the  powers  and  duties  of  the  state  board  of 
education. 

Striking  out  clause  relative  to  adoption  of  uniform  text-books.  Provid- 
ing for  investigation  of  standards  of  schools  outside  of  the  State,  and 
the  preparation  of  a list  of  accredited  certificates  and  diplomas  for  the 
granting  of  certificates  and  diplomas  without  examination. 

Sec.  3,  chap.  240,  Mar.  18,  1907. 


113.  Washington:  Amending  sec.  28,  chap.  118,  Laws,  1897  (Code  of  Public 

Instruction),  relative  to  state  board  of  higher  education. 

Making  deputy  superintendent  secretary  of  board ; defining  his  duties. 
Deputy  superintendent  to  act  as  inspector  of  accredited  schools.  Meet- 
ings of  board. 

Sec.  4,  chap.  240,  Mar.  18,  1907. 

114.  Wisconsin:  Appropriating  $500  for  library,  and  material  and  apparatus 

for  lectures  in  the  office  of  the  state  superintendent  of  public  instruction. 

Chap.  103,  May  15,  1907. 

115.  Wisconsin:  Amending  sec.  170,  Statutes,  1898,  relating  to  the  salaries  of 

persons  employed  in  the  office  of  state  superintendent  of  public  instruc- 
tion ; amending  sec.  11,  chap.  439,  Laws,  1901 ; amending  chap.  499,  Laws, 
1905;  repealing  sec.  3,  chap.  297,  Laws,  1899. 


Providing  for  two  additional  stenographers  in  the  state  superintendent’s 
office. 


Chap.  472,  July  2,  1907. 


(c)  County  Boards  and  Officers. 

The  legislative  enactments  relating  to  county  boards  and  officers 
may  be  roughly  divided  into  three  groups.  First,  are  those  relative 
to  the  qualifications:  Minnesota  (139),  New  Mexico  (145),  North 
Dakota  (150),  (151),  and  Virginia  (173),  and  those  relative  to  the 
increased  compensation:  Florida  (125),  Missouri  (141),  South  Caro- 
lina (158),  Virginia  (108),  and  West  Virginia  (180),  of  county 
superintendents  of  schools.  Within  this  subdivision  might  properly 
come  those  relating  to  increased  traveling  expenses  and  clerical  assist- 
ance for  that  officer:  Minnesota  (136),  Montana  (142),  New  Jersey 
(144),  and  North  Dakota  (152). 


40 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


Second,  are  those  enactments  relative  to  the  organization  and  super- 
vision of  education  on  the  basis  of  the  county  as  a unit.  Arkansas 
(120)  and  Texas  (166)  adopted  a permissive  plan  of  county  super- 
vision. Kentucky  reorganized  the  system  of  common  schools,  making 
the  county  the  basal  unit.  North  Carolina  (148)  and  Tennessee 
(162)  provided  for  the  organization  of  county  boards  of  education. 

Third,  are  those  providing  for  the  organization  of  so-called  county 
school-board  conventions:  Oregon  (155)  and  Washington  (179). 
The  enactments  of  these  two  States  increase  to  seven  the  number  of 
States  that  have  established  these  annual  meetings  of  the  officers 
and  the  members  of  the  boards  of  the  various  school  districts  in  every 
county,  with  the  significant  provisions  of  obligatory  attendance  and 
nominal  compensation.  No  movement  in  public-school  organization 
and  administration  seems  to  promise  so  much  for  the  future  develop- 
ment of  the  efficiency  of  the  rural  school  as  does  this  one  relative  to 
the  school-board  conventions. 

116.  Alabama:  Amending  sec.  10,  act  No.  365,  p.  289,  Laws,  1903,  providing 

for  the  redistricting  and  management  of  the  public  schools. 

Defining  eligibility  for  membershp  on  county  board  of  education. 
Providing  for  payment  of  incidental  expenses  of  county  board  of  educa- 
tion. 

Sec.  3,  act  No.  358,  p.  480,  July  17,  1907.  (Sec.  1712,  Code,  1907.) 

117.  Alabama:  Amending  sec.  17,  act  No.  365,  p.  289,  Laws,  1903,  providing 
for  the  redistricting  and  management  of  the  public  schools. 

Changing  method  of  filling  vacancies  in  county  boards  of  education 
and  district  boards  of  trustees. 

Sec.  5,  act  No.  358,  p.  481,  July  f7,  1907.  (Sec.  1714,  Code,  1907.) 

D118.  Alabama  (1906)  : Under  Laws,  1903,  p.  292,  sec.  11,  relating  to  the  re- 

districting of  public  schools,  providing  that  the  county  boards  of  education 
shall  have  the  entire  control  of  the  public  schools  within  their  respective 
counties  unless  otherwise  provided  by  law,  and  shall  make  rules  and 
regulations  for  the  government  of  the  schools,  see  that  the  teachers  per- 
form their  duties,  and  exercise  such  powers  consistent  with  the  law,  as, 
in  their  judgment,  will  best  subserve  the  cause  of  education,  the  matter 
of  the  location  of  schools  in  the  several  districts  does  not  come  within 
the  powers  conferred  on  the  district  trustees,  but  such  power  belongs 
to  the  county  board. — Gibson  v.  Mabrey,  40  So.,  297. 

119.  Arizona:  Amending  subdiv.  13,  par.  2149  (sec.  20),  chap.  4,  tit.  19,  Re- 

vised Statutes,  1901,  relative  to  duties  of  county  superintendent  of 
schools. 

Providing  that  county  superintendent  must  visit  and  examine  each 
school  in  the  county  at  least  twice  each  year  (formerly  twice  each  year 
for  counties  of  the  first  class  and  once  each  term  for  others).  Ten 
dollars  deduction  from  salary  for  failure  to  visit  any  schools. 

Providing  for  visitation  by  deputy  in  certain  cases.  Increasing  maxi- 
mum allowance  for  traveling  expenses  from  $150  to  $250. 

Sec.  7,  chap.  67,  Mar.  21,  1907.  (July  1,  1907.) 

120.  Arkansas:  Creating  the  office  of  county  superintendent. 

Providing  for  referendum  vote  in  counties  upon  question  of  county 
supervision.  Providing  for  the  election,  qualifications,  salaries,  powers, 
and  duties  of  county  superintendents.  County  superintendent  to  super- 
sede present  county  examiner. 


Act  No.  399,  May  27,  1907. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


41 


121.  California:  Amending  sec.  1770,  Political  Code,  1906,  relative  to  duties  of 

county  boards  of  education. 

Providing  that  county  boards  of  education  shall  meet  semiannually 
instead  of  annually.  Examination  of  applicants  for  certificates  to  teach 
to  be  held  at  the  semiannual  meetings. 

Chap.  156,  Mar.  9,  1907. 

122.  California:  Repealing  and  reenacting  with  amendments  tit.  2,  part  4, 

Political  Code,  1906,  relative  to  the  establishment  of  a uniform  system 
of  county  and  township  governments. 

Chap.  7,  pp.  410-411. — Department  of  education.  The  superintendent 
of  schools  and  board  of  education  to  have  the  powers  and  perform  the 
duties  prescribed  by  law.  The  school  department  to  comprise  such  pub- 
lic schools  as  are  established  and  provided  for  by  the  Political  Code.. 

Chap.  10,  p.  415  ff. — Salaries.  Prescribing,  among  those  of  other  county 
officers,  salaries  of  county  superintendents  of  schools  and  county  boards 
of  education,  for  the  several  (57)  classes  of  counties. 

Chap.  282,  Mar.  18,  1907. 

123.  Delaware:  Providing  a fund  for  county  superintendents  of  schools  to  pay 

necessary  expenses  of  visiting  schools. 

Annual  appropriation  of  $300  to  each  county  superintendent. 

Chap.  37,  Mar.  21,  1907. 

124.  Florida:  Amending  sec.  344,  Statutes,  1906,  relative  to  the  compensation 

of  the  members  of  county  school  boards. 

Increasing  compensation  from  two  to  four  dollars  per  day,  for  each 
day’s  service. 

Chap.  5656  (No.  61),  May  27,  1907. 

125.  Florida:  Regulating  salaries  of  county  superintendents  of  public  instruc- 

tion. 

Salaries  to  be  based  upon  the  total  annual  receipts  of  each  county  for 
school  purposes  including  special  school  district  taxes,  and  excepting  bor- 
rowed money. 

Chap.  5658  (No.  63),  June  3,  1907.  (July  1,  1907.) 

326.  Idaho:  Amending  sec.  14,  H.  B.  No.  164,  Laws,  1899,  establishing  the  office 
of  county  superintendent  of  public  instruction  and  prescribing  the  duties 
thereof. 

Allowing  county  superintendent,  for  the  examination  of  teachers,  not 
to  exceed  two  assistants,  who  shall  receive  four  dollars  per  day. 

S.  B.  No.  30,  p.  323,  Mar.  13,  1907. 

127.  Illinois:  Amending  sec.  21,  art.  2,  p.  267,  acts,  1889,  relative  to  powers  and 
duties  of  county  superintendent. 

Modifying  method  of  apportionment  and  distribution  of  principal,  in- 
terest, and  profit  on  public  funds. 

H.  B.  860,  p.  521,  May  17,  1907. 

D 128.  Indiana  (1907):®  Burns’  Ann.  St.  1901,  sec.  5905f,  empowering  the 
county  superintendent  of  schools  to  revoke  a teacher’s  license  for  desig- 
nated grounds,  held  not  in  conflict  with  constitution,  art.  1,  sec.  12. — 
Stone  v.  Fritts,  82  N.  E.,  792. 

Statutes  conferring  on  a ministerial  officer  power  to  issue  and  to  revoke 
licenses  are  not  invalid,  and  do  not  clothe  such  officer  with  judicial 
power. — Ibid. 

Burns’  Ann.  St.  1901,  sec.  5905f,  empowering  county  superintendents 
of  schools  to  revoke  teachers’  licenses,  held  not  to  confer  on  the  super- 
intendent judicial  power  in  violation  of  constitution,  art.  3. — Ibid. 


See  “ Recent  decisions,”  at  the  close  of  this  bulletin,  for  complete  text  of  decision. 


42 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


D129.  Iowa  (1906)  : Where  a board  of  high  school  directors  had  power  to 
adopt  and  promulgate  a rule  prohibiting  the  playing  of  football  by  pupils 
of  the  high  school,  finding  by  the  board  that  petitioner  had  violated  the 
rule  and  that  his  apology  tendered  was  insufficient  to  purge  his  offense 
were  reviewable  only  by  appeal  to  the  county  superintendent,  as  provided 
by  Code,  Sec.  2818. — Kinzer  v.  Directors  of  Independent  School  Dist.  of 
Marion,  105  N.  W.,  686. 

D 130.  Iowa  (1907):  Under  acts,  Thirty-first  General  Assembly,  p.  87,  chap. 
122,  enacted  April  5,  1906,  taking  effect  October  1,  following,  expressly 
repealing  Code,  secs.  2735-2737,  relating  to  teachers’  certificates  issued 
by  the  county  superintendent,  etc.,  and  prescribing  that  the  county 
superintendent  shall  be  the  holder  of  a first-grade  certificate  or  a state 
certificate  or  a lawful  diploma,  and  providing  for  the  issuance  of  first- 
grade  certificates  to  persons  complying  with  specified  conditions,  and  for 
the  renewals  of  a first-grade  certificate  issued  prior  to  the  taking  effect 
of  the  act  on  the  holder  thereof  complying  with  specified  conditions,  etc., 
one  holding  a two-years’  certificate  issued  August  30,  1906,  under  sec. 
2737,  is  not  eligible  to  the  office  of  county  superintendent. — State  v. 
Huegle,  112  N.  W.,  234. 

131.  Kansas:  Repealing  and  enacting  a substitute  for  sec.  1,  chap.  202,  Laws, 

1903,  relative  to  county  superintendents  of  public  instruction. 

Omitting  holders  of  a second-grade  certificate  from  among  those  eligible. 

Chap.  167,  Mar.  9,  1907. 

132.  Kansas:  Repealing  and  reenacting  with  amendments  sec.  3,  chap.  432, 

Laws,  1903,  relative  to  the  compensation  of  county  high  school  trustees. 

Payment  to  be  made  from  county  high  school  fund  instead  of  from 
county  treasury. 

Chap.  334,  Mar.  8,  1907. 

133.  Kentucky:  Relative  to  the  government  and  regulation  of  the  common 

schools. 

Making  the  county  the  unit  of  school  organization  and  government. 
Providing  for  the  division  of  counties  into  educational  divisions  and  the 
further  subdivision  of  the  latter  into  subdistricts,  subdistricts  not  to  in- 
clude, except  in  cases  of  emergency,  fewer  than  50  white  children  of 
school  age,  nor  in  any  case  fewer  than  40  such  children.  Providing  for 
the  election  of  one  trustee  for  each  subdistrict,  for  the  organization  of 
division  boards  therefrom  and  the  duties  thereof.  Constituting  the  chair- 
men of  the  several  educational  division  boards  in  each  county,  together 
with  the  county  superintendent  of  schools,  as  a county  board  of  education, 
and  prescribing  the  powers,  duties,  compensation,  etc.,  thereof.  Providing 
for  the  establishment  and  support  of  county  high  schools. 

Chap.  56,  Mar.  24,  1908. 

134.  Michigan:  Amending  sec.  2,  act  No.  147,  acts,  1891  (sec.  4809,  Compiled 

Laws,  1897),  as  amended  by  No.  35,  acts,  1901,  and  by  No.  169,  acts,  1905, 
relative  to  the  election  of  county  commissioner  of  schools. 

Making  special  provision  for  Lake  County. 

Act  No.  115,  May  28,  190  7. 

135.  Michigan:  Amending  sec.  8,  act  No.  147,  acts,  1891  (sec.  4815,  Compiled 

Laws,  1897),  relative  to  the  duties  of  the  county  commissioner  of  schools. 

Prescriptions  concerning  records  of  meetings  and  hearings  of  the  board 
of  examiners;  calls  for  special  meetings;  reports  of  school  visitation. 
Providing  in  districts  of  over  120  schools  for  the  appointment  of  visiting 
assistants  by  commissioner;  in  other  districts  appointment  with  consent 
of  board  of  supervisors. 

Authorizing  examinations  and  auditing  of  books  and  records  of  any 
school  district  at  any  time  when  so  directed  by  the  superintendent  of 
public  instruction  or  upon  application  of  any  school  board.  Other  minor 
revisions. 


Act  No.  127,  June  5,  1907. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


43 


136*.  Minnesota:  Authorizing  county  boards  to  audit  and  allow  traveling  ex- 
penses of  county  superintendents  of  schools  and  assistants. 

Chap.  33,  Mar.  8,  1907. 

137.  Minnesota:  Creating  county  boards  of  education  for  unorganized  territory 
and  defining  scope  and  powers. 

Chap.  76,  Mar.  28,  1907. 


138.  Minnesota:  Amending  sec.  1396,  Revised  Laws,  1905,  relative  to  examina- 
tions by  the  state  high  school  board. 

Providing  for  the  appointment  of  not  to  exceed  one  assistant  to  the 
county  superintendent  for  each  township  (formerly,  one  for  each  four 
townships). 

Chap.  341,  Apr.  23,  1907. 


139*.  Minnesota:  Proposing  an  amendment  to  sec.  7,  art.  7,  state  constitution 
(1857),  relative  to  eligibility  to  office. 

Excepting  county  superintendents  and  prescribing  such  qualifications 
as  may  be  required  by  the  legislature. 

Chap.  480,  Apr.  24,  1907. 

Defeated,  November,  1908. 

140.  Missouri:  See  enactment  No.  lllfl. 

141.  Missouri:  Amending  sec.  9813,  art.  1,  chap.  154,  Revised  Statutes,  1899, 

relative  to  compensation  of  county  superintendent  of  schools. 

Increasing  annual  compensation  in  counties  wherein  the  number  of 
children  of  school  age  is  9,000  and  less  than  14,000,  from  $900  to  $1,000 ; 
in  counties  wherein  the  number  of  children  of  school  age  is  14,000  or 
more,  from  $1,000  to  $1,500. 

H.  B.  No.  631,  p.  432,  Mar.  20,  1907. 


142.  Montana : Allowing  traveling  expenses  of  county  superintendent  of  schools. 

Authorizing  annual  allowance  of  $300. 

Chap.  27,  Feb.  21,  1907. 

143.  Nevada:  See  enactment  No.  29. 

144.  New  Jersey:  Providing  and  furnishing  an  office  for  county  superintendents 

of  schools  at  the  county  seats. 

Authorizing  annual  appropriation  of  $500  in  each  county  for  clerical 
assistance  to  said  officer. 

Chap.  317,  Apr.  16,  1908. 

145.  New  Mexico:  See  enactment  No.  32. 

146.  New  Mexico:  Amending  sec.  1527,  Compiled  Laws,  1897,  relative  to  the 

duties  of  county  superintendents  of  schools  in  respect  to  new  school 
districts. 

Providing  for  the  selection  of  school  directors  by  county  superintendent 
in  certain  cases. 

Chap.  99,  Mar.  21,  1907. 

147.  North  Carolina:  Appointing  certain  persons  as  members  of  the  county 

board  of  education  in  the  several  counties  of  the  State. 

Chap.  260,  Mar.  11,  1907. 

148.  North  Carolina:  Constituting  school  committees  and  prescribing  powers, 

duties,  and  qualifications. 

Defining  duties  of  county  board  of  education  and  prescribing  qualifica- 
tions and  minimum  salary  ($40)  of  high  school  teachers. 

Providing  for  attendance  of  pupils  upon  existing  high  schools  and 
for  the  payment  of  tuition  from  school  funds.  State  aid  equal  to  amount 
of  local  appropriation ; maximum  aid  $500.  Schools  not  to  be  established 
in  towns. 


44 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


Establishing  East  Carolina  teachers’  training  schools  for  the  training 
of  young  white  men  and  jwomen.  Providing  for  location,  board  of  trus- 
tees, and  powers  and  duties  thereof.  Appropriating  $15,000  for  buildings 
and  equipment  for  the  biennium,  1907  and  1908. 

Special  appropriation  of  $50,000  for  purposes  of  high  school  instruction 
and  teachers’  training. 

Chap.  820,  Mar.  8,  1907. 

149.  North  Carolina:  Amending  sec.  4134,  chap.  89,  Revisal,  1905,  relative  to 

county  boards  of  education. 

Providing  that  annual  reports  of  officers  shall  be  forwarded  to  the 
State  superintendent  within  thirty  days  after  meeting  in  July. 

Sec.  g,  chap.  835,  Mar.  9,  1907. 

150.  North  Dakota:  Amending  sec.  778,  Revised  Codes,  1905,  relative  to  the 

qualifications  of  county  superintendents  of  schools. 

Prescribing  two  years  successful  experience,  one  in  the  State  (formerly, 
three  years  experience  in  the  State). 

Sec.  2,  chap.  95,  Mar.  19,  1907. 

151.  North  Dakota:  Amending  sec.  799,  Revised  Codes,  1905,  relative  to  quali- 

fications to  vote  at  school  elections  and  eligibility  to  school  offices. 

Adding  provisions  that  county  superintendents  must  possess  educational 
qualifications  prescribed  in  sec.  778,  Revised  Codes,  1905.  (Amended  by 
sec.  2,  chap.  95,  Mar.  19,  1907.) 

Sec.  3,  chap.  95,  Mar.  19,  1907. 


152*.  North  Dakota:  Amending  sec.  777,  Revised  Codes,  1905,  relative  to  sal- 
ary and  deputy  of  county  superintendents. 

Making  special  provision  for  additional  deputies  in  counties  having  a 
population  of  thirty  thousand  and  over. 

Chap.  105,  Mar.  12,  1907. 

153.  Ohio:  Repealing  and  reenacting  with  amendments  sec.  4029-2,  Revised 

Statutes  (1905),  relative  to  the  compensation  of  the  clerks  of  the  boards 
of  county  school  examiners. 

Compensation  of  clerks  to  be  the  same  as  that  fixed  by  sec.  4070,  Re- 
vised Statutes. 

II.  B.  933,  p.  116,  Apr.  15,  1908. 

154.  Ohio:  Repealing  and  reenacting  with  amendments  sec.  4075,  Revised  Stat- 

utes (1905),  relative  to  compensation  of  county  school  examiners. 

Regrading  compensation  as  based  upon  number  of  applicants  for  ex- 
amination. 

S.  B.  415,  p.  240,  Apr.  30,  1908. 

155.  Oregon:  Providing  for  district  school  board  conventions,  for  representa- 

tion at  such  convention,  and  for  compensation  of  delegates. 

“ Sec.  1.  The  county  school  superintendent  may,  at  his  discretion,  hold 
annually  a school  board  convention  or  conventions  for  a terra  of  not 
less  than  one  day  for  the  discussion  of  questions  pertaining  to  the  im- 
provement of  the  public  school  system. 

“ Sec.  2.  The  chairman  of  the  school  board  shall  be  the  delegate  to 
the  convention.  If  he  is  unable  to  attend  he  shall  appoint  a member 
of  his  board  or  the  clerk  to  represent  the  district.  Each  delegate 
attending  the  convention  during  the  entire  session  shall  be  entitled  to 
receive  two  dollars  out  of  the  general  fund  of  the  county.  But  no  such 
expense  shall  be  paid  until  approved  by  the  county  superintendent. 

“ Sec.  3.  No  school  district  shall  be  entitled  to  compensation  for  rep- 
resentation for  attendance  at  more  than  one  convention  held  in  the 
county  during  any  one  year.” 


Chap.  35,  Feb.  16,  1907. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


45 


156.  Oregon:  Repealing  secs.  3360,  3361,  3362,  3377,  and  3395,  Bellinger  and 

Cotton’s  Annotated  Codes  and  Statutes,  1901,  and  repealing  H.  B.  No. 
126,  p.  99,  Laws,  1903,  relative  to  school  officers  and  school  funds,  and 
enacting  substitute. 

Sundry  minor  amendments  relative  to  education  providing  for  the 
distribution  of  the  school  funds  within  the  counties,  defining  the 
powers  and  duties  of  county  school  superintendents  and  their  relations 
with  teachers  and  district,  county,  and  state  officers,  creating  district 
boundary  boards  and  county  boards  of  examiners,  fixing  the  qualifica- 
tions of  teachers,  etc. 

Special  provisions  concerning  disorganization  of  districts  failing  to 
maintain  a public  school  for  two  years,  or  containing  less  than  six 
children  of  school  age. 

Chap.  116,  Feb.  23,  1907. 

157.  Pennsylvania:  Repealing  and  reenacting  with  a more  comprehensive  title 

act  No.  166,  acts,  1903,  as  amended  by  act  No.  105,  acts,  1905,  provid- 
ing for  the  establishment  of  county  associations  of  school  directors  and 
for  the  payment  of  certain  expenses  incident  thereto,  by  the  respective 
school  districts  and  counties  of  the  commonwealth. 

Removing  question  of  constitutionality  by  adding  to  the  title. 

Act  No.  24,  Mar.  22,  1907. 

158.  South  Carolina:  Fixing  the  amount  of  the  compensation  to  be  paid  to  the 

county  officers  of  the  various  counties. 

Providing  for  a scale  of  compensation  for  the  county  officers  of  the 
several  counties,  including  county  superintendents. 

Act  No.  270,  p.  592,  Feb.  18,  1907. 

159.  South  Carolina:  Further  amending  sec.  1239,  Civil  Code,  1902,  relative  to 

the  sale  of  books  by  county  superintendents. 

Adding  certain  towns  and  counties  to  the  excepted  list. 

Chap.  517,  Feb.  26,  1908. 

160.  South  Carolina:  Amending  sec.  1200,  Civil  Code,  1902,  relative  to  county 

boards  of  education. 

Increasing  for  the  county  of  Dorchester  the  number  of  days  for  which 
a per  diem  may  be  allowed  for  the  county  board  of  education  from  seven 
to  ten. 

Chap.  528,  Feb.  18,  1908. 

161.  South  Dakota:  See  enactment  No.  100. 

162.  Tennessee:  Creating  in  each  county  a county  board  of  education  and  dis- 

trict advisory  boards,  and  prescribing  their  duties,  and  abolishing  the 
office  of  district  directors. 

Providing  for  the  division  of  each  county  into  five  school  districts,  each 
to  be  composed  of  whole  civil  districts ; for  the  creation,  powers,  and 
duties  of  a county  board  of  education,  composed  of  one  representative  from 
each  of  the  five  districts ; county  superintendent  to  be  secretary  of  county 
board.  Providing  for  local  or  advisory  boards  of  three  members  for  each 
civil  district  and  prescribing  powers  and  duties.  Exempting  city  schools 
and  certain  counties  from  operation  of  act. 

Chap.  236,  Apr.  6,  1907.  (July  1,  1907.) 

163.  Tennessee:  Amending  secs.  2 and  3,  chap.  234,  acts,  1905,  relative  to  the 

county  board  of  education  (applies  to  Lauderdale  County  alone — popula- 
tion 21,971.) 

Minor  amendment  regarding  time  until  which  district  clerk  shall  act 
as  member  of  board.  Removing  provision  concerning  ineligibility  of  jus- 
tices of  the  peace  as  members  of  county  board  of  education. 

Chap.  348,  Apr.  11,  1907. 


46 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


164.  Tennessee:  Amending  sec.  10,  chap.  25,  acts,  1873,  establishing  and  main- 

taining an  uniform  system  of  public  schools. 

Creating  in  counties  having  a population  of  not  less  than  29,250  nor 
more  than  29,300,  a county  board  of  education.  Prescribing  the  constitu- 
tion and  powers  and  duties  thereof ; the  qualifications  and  compensation 
of  members. 

Chap.  391,  Apr.  12,  1907. 

165.  Tennessee:  Creating  and  establishing  a board  of  education  for  Davidson 

County ; providing  for  the  election  and  removal  of  members ; prescribing 
their  powers,  duties,  qualifications,  and  compensation;  establishing  and 
maintaining  a uniform  system  of  public  schools  throughout  said  county; 
and  abolishing  the  office  of  district  school  director. 

County  board  of  education  of  seven  members  to  be  appointed  by 
county  court  for  term  of  three  years.  This  board  to  have  full  and  com- 
plete control  of  the  public  schools  of  the  county. 

Chap.  447,  Apr.  12,  1907.  (June  30,  1907.) 

166.  Texas:  Amending  secs.  36,  37,  and  40,  chap.  124,  acts,  1905,  relative  to  the 

county  supervision  of  schools. 

Providing  for  the  election  of  county  superintendents  in  counties  having 
a scholastic  population  of  3,000.  Defining  procedure  for  establishment  of 
office  in  other  counties.  Prescribing  qualifications.  Provisions  concern- 
ing teachers’  institutes.  Regulating  and  increasing  compensation  of 
county  superintendents. 

Chap.  Ill,  Apr.  16,  1907. 

167.  Utah:  Amending  sec.  13,  chap.  107,  Laws,  1905,  relative  to  the  compensa- 

tion and  traveling  expenses  of  members  of  boards  of  education  in  county 
school  districts  of  the  first  class. 

Fixing  annual  compensation  at  $300  each  (formerly  $300).  Fixing 
annual  allowance  for  traveling  expenses  at  $100  each  (formerly  $50). 

Chap.  43,  Mar.  14,  1907. 

168.  Utah:  Amending  sec.  1785,  Revised  Statutes,  1898,  as  amended  by  chap. 

64,  Laws,  1905,  relative  to  the  duties  of  county  superintendents. 

Striking  out  duty  of  prescribing  course  of  study  for  district  schools 
(see  chap.  57,  enactment  No.  1160). 

Chap.  58,  Mar.  14,  1907. 

169.  Utah:  Amending  secs.  1 and  4,  chap.  107,  Laws,  1905,  relative  to  county 

school  districts  of  the  first  class. 

Providing  where  an  entire  county  is  constituted  into  one  school  dis- 
trict it  shall  be  a county  school  district  of  the  first  class.  Amending  man- 
ner of  election  of  members  of  the  board  of  education. 

Chap.  113,  Mar.  13, 1907. 

170.  Virginia:  See  enactment  No.  108. 

171.  Virginia:  Repealing  sec.  1508,  Code,  1904,  relative  to  division  superin- 

tendents indorsing  and  depositing  warrants  with  the  treasurer. 

Chap.  155,  Mar.  10,  1908. 

172.  Virginia:  Amending  and  reenacting  secs.  613  and  614,  Code,  1904,  relative 

to  the  compensation  of  city  and  county  treasurers  for  receiving  and  dis- 
bursing funds. 

Chap.  244,  Mar.  13,  1908. 

173.  Virginia:  Amending  and  reenacting  sec.  1437,  Code,  1904,  relative  to  divi- 

sion superintendents  of  schools. 

May  not  engage  in  any  other  business  or  employment,  unless  excepted 
under  provisions  of  sec.  1433. 


Chap.  292  (in  part),  Mar.  14,  1908. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


47 


174.  Virginia:  Amending  and  reenacting  sec.  1438,  Code,  1904,  as  amended, 

relative  to  salary  of  division  superintendents  of  schools. 

Striking  out  minimum  limitation  of  $200.  Special  provisions. 

Chap.  292  (in  part),  Mar.  14,  1903. 

175.  Virginia:  Amending  and  reenacting  sec.  1518,  Code,  1904,  relative  to 

county  treasurers’  accounts  of  school  funds. 

Chap.  309  (in  part),  Mar.  14,  1908. 

176.  Virginia:  Amending  and  reenacting  chap.  137,  acts,  1906,  requiring  the 

several  county  and  district  school  boards  to  make  and  publish  annually 
a statement  of  receipts  and  disbursements,  and  providing  penalty  for 
failure. 

Modifying  conditions  as  to  publication  and  form  of  report.  Report 
to  be  by  districts. 

Chap.  310,  Mar.  14,  1908. 

177.  Virginia:  Providing  the  commissions  that  shall  be  allowed  county  treas- 

urers upon  funds  handled  by  them  that  are  raised  by  the  issuance  and 
sale  of  county  bonds  and  school  district  bonds. 

Fixing  commission  at  one-fourth  of  1 per  cent.  Minimum  compensa- 
tion $15,  maximum  $250. 

Chap.  312,  Mar.  14,  1908. 

178.  Virginia:  Amending  and  reenacting  sec.  1447,  Code,  1904,  relative  to 

powers  and  duties  of  county  school  boards. 

Property  vested  in  and  managed  by  county  boards  to  include  property 
for  district  school  purposes.  Provisions  regarding  use  of  funds  below 
$2,000. 

Chap.  393,  Mar.  14,  1908. 

179*.  Washington:  Supplementing  the  Code  of  Public  Instruction  (chap.  118, 
Laws,  1897)  by  adding  sec.  33|,  relative  to  duties  of  county  superin- 
tendents. 

Providing  that  each  county  superintendent  shall  each  year  hold  one 
or  more  directors’  meetings,  the  expense  of  which  shall  be  paid  by  county 
commissioners.  Maximum  expenditure,  $100. 

Sec.  1,  chap.  163,  Mar.  13,  1907. 

180.  West  Virginia:  Amending  and  reenacting  sec.  53,  chap.  45,  Code,  1906, 
relative  to  the  qualifications  and  salary  of  county  superintendents. 

Raising  the  graduated  scale  of  annual  salaries.  Maximum  $1,200, 
striking  out  clause  relative  to  county  superintendents  engaging  in  teach- 
ing. 

Chap.  58,  Feb.  20,  1907. 


181.  Wisconsin:  See  enactment  No.  115 4. 


(d)  District,  Township,  and  Municipal  Boards  and  Officers. 

Aside  from  the  few  enactments  relative  to  the  qualifications,  tenure, 
and  powers  of  superintendents  of  schools,  Louisiana  (203),  (204), 
Missouri  (223),  Rhode  Island  (249),  and  Vermont  (265),  this  group 
contains  but  little  of  general  interest.  By  the  creation  of  a “ service 
fund,”  Ohio  (236)  made  a definite  and  important  provision  for  the 
expenses  of  members  of  boards  of  education  actually*  incurred  in  the 
performance  of  their  duties;  this  service  fund  may  equal  5 cents 


48 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


for  each  child  enrolled  in  the  public  schools.  Of  equal  importance 
are  the  somewhat  similar  measures,  Ohio  (239),  providing  compensa- 
tion at  the  rate  of  “ two  dollars  for  each  meeting  actually  attended 
for  not  more  than  ten  meetings  in  any  one  year,”  for  members  of 
township  boards  of  education,  and  West  Virginia  (277). 

While  local  and  particular  in  their  application,  the  several  special 
acts  relative  to  the  reorganization  of  the  educational  systems  of  some 
of  the  medium-sized  cities  are  of  concern  to  those  interested  in  the 
solution  of  the  problems  of  the  political  control  of  public  schools  as 
presented  by  our  modern  municipalities.  The  charter  revisions  or  the 
special  educational  acts  for  Alameda  (185),  Bridgeport  (189), 
Augusta,  Me.  (208),  Cambridge  (210),  Syracuse  (229),  Knoxville 
(258),  Nashville  (259),  San  Antonio  (261),  Dallas  (262),  and  Mil- 
waukee (283) , may  be  selected  for  special  mention.  The  school-board 
act  for  Milwaukee  was  made  necessary  by  the  declared  unconsth 
tutionality  of  the  act  of  1905,  Wisconsin  (D  287),  (D  288). 

The  decisions  of  the  Arkansas  (D  184)  and  Ohio  (D  244)  supreme 
courts,  as  to  the  right  of  local  boards  of  education  to  demand  that 
children  be  vaccinated  as  a condition  for  entrance  to  the  public 
schools,  and  the  decision  of  the  Illinois  (D  195)  supreme  court  as 
to  the  right  of  the  board  of  education  of  the  city  of  Chicago  to  make 
rules  and  regulations  prohibiting  high-school  fraternities,  call  also 
for  special  mention. 

182.  Arizona:  Amending  subdiv.  4,  par.  2206  (sec.  77,  chap.  8,  tit.  19),  Revised 

Statutes,  1901,  relative  to  school  district  clerks. 

Providing  for  the  annual  allowance  of  not  to  exceed  $100  for  compensa- 
tion in  districts  having  an  average  attendance  of  500  or  more  pupils. 

Sec.  18,  chap.  67,  Mar.  21,  1907.  (July  1,  1907.) 

183.  Arizona:  Amending  subdiv.  8,  par.  2179  (sec.  50,  chap.  6,  tit.  19),  Revised 

Statutes,  1901,  relative  to  the  powers  and  duties  of  boards  of  school 
trustees. 

Empowering  boards  of  trustees  of  districts  having  1,000  census  children 
or  more  to  employ  supervising  principal.  Providing,  also,  for  the  em- 
ployment of  supervising  principals  by  districts  jointly. 

Sec.  19,  chap.  67,  Mar.  1907.  (July  11,  1907.) 

D 184.  Arkansas  (1907)  : The  part  of  the  rule  of  a school  board  requiring  the 
vaccination  of  pupils  before  admission  to  the  schools,  which  provides 
that  the  pupils  shall  present  a certificate  of  a reputable  physician  show- 
ing that  they  have  been  successfully  vaccinated,  is  not  unreasonable, 
and  will  not  be  set  aside  by  the  courts. — Auten  v.  Board  of  Directors  of 
Special  School  Dist.  of  Little  Rock,  104  S.  W.,  130. 

185.  California:  Approving  charter  of  the  city  of  Alameda,  voted  on  and 
ratified  by  the  qualified  electors  of  said  city  at  a special  election  held 
July  18,  1906. 

Reorganizing  board  of  education.  Board  to  consist  of  five  members 
appointed  by  mayor  subject  to  approval  by  council;  term  of  office  five 
years,  one  member  retiring  each  year. 

Prescribing  powers  and  duties  of  board.  Providing  for  superintend- 
ent of  schools  and  defining  his  duties.  Providing  for  teachers’  annuity 
fund. 

Sen.  Con.  Res.  No.  2,  chap.  7,  Feb.  7,  1907  (art.  6,  pp.  1080-1084). 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


49 


D186.  California  (1905):  A superintendent  of  schools  is  a county  officer, 
whose  duties  are  prescribed  by  Pol.  Code,  sec.  1543,  and  additional  duties 
can  not  be  imposed  upon  him  by  a city  charter. — McKenzie  v.  Board  of 
Education  of  City  and  County  of  San  Francisco,  82  P.,  392. 

Pol.  Code,  sec.  1543,  held  not  to  make  it  the  duty  of  the  county  school 
superintendent  to  prefer  charges  against  teachers. — McKenzie  v.  Board  of 
Education  of  City  and  County  of  San  Francisco. — Ibid. 

The  board  of  education  of  the  city  and  county  of  San  Francisco  has 
jurisdiction  to  hear  testimony  against  a teacher,  although  no  formal 
charges  have  been  presented  against  her  by  the  county  superintendent. — 
McKenzie  v.  Board  of  Education  of  City  and  County  of  San  Francisco. — 
Ibid. 

D 187.  California  (1906)  : The  municipal  corporation  act  confers  on  cities  the 
power  to  employ  a superintendent  of  schools,  which  power  has  in  effect 
been  affirmed  in  Pol.  Code,  secs.  1533,  1550,  1560,  1616,  1617,  1714,  1788, 
1858,  1874,  and  Stat.  1903,  p.  388,  chap.  270,  secs.  3,  5,  8.— Davidson  v. 
Baldwin,  84  P.,  238. 

St.  1905,  p.  918,  chap.  11,  amending  the  city  charter  of  San  Diego,  by 
providing  generally  for  the  school  system  of  the  city,  and  for  the  consti- 
tution of  a board  of  education,  in  which  “ the  government  ” of  the  school 
district  shall  be  vested,  authorizes  the  school  board  to  elect  a city  super- 
intendent of  schools,  whose  salary  may  be  fixed  as  authorized  by  Pol. 
Code,  sec.  1793. — Davidson  v.  Baldwin,  84  P.,  238. 

188.  Connecticut:  Concerning  election  of  members  of  town  school  committees 

and  school  visitors. 

Providing  for  the  election  and  term  of  office  of  said  school  officers 
whenever  the  number  shall  have  been  changed  to  three. 

Applying  provisions  of  sec.  2,  chap.  97,  Acts,  1905. 

Chap.  39,  Apr.  17,  1907. 

189.  Connecticut:  Revising  the  charter  of  the  city  of  Bridgeport. 

Sec.  13,  p.  500,  provides  for  the  annual  election  at  large  of  four  members 
of  the  board  of  education  for  a term  of  three  years. 

Sec.  84,  p.  527,  provides  that  the  board  of  education  shall  be  composed 
of  12  members  and  prescribes  the  general  powers  and  duties  of  such 
board. 

Sec.  85,  p.  527,  provides  for  the  furnishing  of  free  text-books  and  sup- 
plies to  pupils  below  the  high-school  grade. 

Act  No.  461,  Special  Acts,  Aug.  1,  1907. 

190.  Florida:  Amending  sec.  270,  art.  2 (primary  election  law),  chap.  1,  tit.  4, 

Statutes,  1906,  in  so  far  as  it  relates  to  the  nomination  of  county  com- 
missioners and  members  of  the  boards  of  public  instruction  of  the 
different  counties. 

Providing  that  such  officers  shall  be  nominated  by  districts  instead  of 
by  the  county  at  large. 

Chap.  5697  (No.  102),  June  3,  1907. 

D 191.  Georgia  (1907)  : Where  a school  district  was  legally  laid  out  and  an 
election  of  trustees  was  held  therein  under  act  of  Aug.  23,  1905  (acts, 
1905,  p.  425),  the  fact  that  the  portion  of  that  act  relating  to  local  taxa- 
tion by  districts  for  school  purposes  was  unconstitutional  did  not  oust 
the  trustees  from  office,  nor  did  Acts,  1906,  p.  61,  amending  the  act  of 
1905,  being  a curative  act,  have  such  effect. — Griffin  v.  Brooks,  59  S.  E., 
902. 

192.  Idaho:  Amending  sec.  1,  act  of  Feb.  4,  1881  (p.  369,  Laws,  1881),  creating 
the  independent  school  district  of  Boise  City,  and  providing  for  estab- 
lishing and  maintaining  a graded  school  therein  (sec.  158,  Special  and 
Local  Laws  of  Idaho,  Feb.  10,  1887)  ; and  providing  for  the  organization 
and  government  of  the  independent  school  district  of  Boise  City,  and  for 

63470—09 4 


50 


STATE  SCHOOL  SYSTEMS  : LEGISLATION,  ETC.,  1906-8. 


establishing  and  maintaining  high  and  graded  schools  therein  and  a 
superintendent  therefor ; and  providing  for  changing  the  boundary  lines 
of  and  enlarging  said  district  and  assessing  and  collecting  the  taxes 
therefor. 

S.  B.  No.  16,  p.  7,  Feb.  15,  1907. 

193.  Idaho:  Amending  sec.  45,  H.  B.  No.  42,  Laws,  1899,  establishing  and  main- 
taining a system  of  free  schools,  and  relating  to  powers  and  duties  of 
boards  of  school  trustees. 

Requiring  that  teacher  shall  exhibit  certificate  to  board  of  trustees 
before  contract  can  be  legally  signed;  requiring  also  that  copy  of  con- 
tract be  filed  with  county  superintendent. 

Providing  for  transfer  of  funds  by  county  superintendents  on  account 
of  tuition  of  nonresident  pupils  attending  high  schools. 

Prohibiting  trustees  from  compelling  teachers  to  make  up  time  while 
attending  any  annual  county  or  joint  institute.  Provisions  concerning 
removal  of  schoolhouses,  purchase  of  school  sites,  furnishing  of  janitor 
service.  Providing  for  the  maintenance  and  care  of  school  libraries. 
Prescribing  duties  of  clerks  with  reference  to  form  and  matter  of 
records. 

School  census  to  be  taken  first  Tuesday  in  September  instead  of  first 
Monday  in  July. 

Minimum  school  age  raised  from  five  years  to  six  years. 

H.  B.  No.  106,  p.  341,  Mar.  13,  1907. 

D 194.  Illinois  (1907)  : The  board  of  school  inspectors  is  a branch  of  the  city 
government  of  the  city  of  Peoria. — People  v.  City  Council  of  Peoria,  82 
N.  E.,  225;  229  111.,  225. 

D 195.  Illinois  ( 1908 ) : ° The  exercise  of  the  power  conferred  on  the  board  of 
education  of  Chicago  by  constitution,  art.  8,  sec.  1,  and  the  legislation 
adopted  pursuant  thereto  to  establish  rules  and  regulations  for  the 
government  of  the  schools,  will  not  be  interfered  with  by  the  courts 
in  the  absence  of  a clear  abuse  of  discretion. — Wilson  v.  Board  of  Educa- 
tion of  Chicago  (111.),  84  N.  E.,  697. 

D 196.  Indiana  (1906)  : Acts,  1905,  p.  257,  chap.  129,  sec.  54,  provides  that  the 
common  council  of  every  city  may  supervise  and  investigate  all  depart- 
ments, officers,  and  employees  of  the  government  of  such  city,  and  exam- 
ine into  any  charge  preferred  against  them,  or  any  of  them,  and  into  the 
affairs  of  any  corporation,  firm,  or  person  in  which  the  city  may  be 
interested,  etc.  Held,  that  the  officers  of  the  board  of  school  trustees  of 
a school  city,  who  were  statutory  trustees,  entrusted  with  the  manage- 
ment of  the  prudential  affairs  of  their  respective  political  districts,  as 
provided  by  Burns’  Ann.  Stat.,  1901,  sec.  5917  et  seq.,  were  not  “ officers 
and  employees  of  the  government  of  ” a civil  city  within  such  sec- 
tion.— Agar  v.  Pa  gin,  79  N.  E.,  379. 

D 197.  Indiana  (1906)  : A school  corporation  or  the  board  of  school  trustees 
of  a school  city  is  not  a “ corporation  ” within  acts,  1905,  p.  257,  chap. 
129,  sec.  54,  authorizing  the  common  council  of  every  city  to  investigate 
the  affairs  of  any  “ corporation  ” in  which  the  city  may  be  interested  or 
with  which  it  may  have  entered  into  a contract  or  may  be  about  to  do 
so. — Agar  v.  Pagin,  79  N.  E.,  379. 


198.  Iowa:  Amending  sec.  2771,  Code  Supplement,  1902,  relative  to  the  filling 

of  vacancies  on  school  boards. 

County  superintendent  to  call  special  election  if  there  be  no  secretary 
of  the  board. 

Chap.  150,  Apr.  4,  1907. 

199.  Kansas:  Ratifying  the  official  acts  and  proceedings  of  boards  of  education 

in  cities  of  the  second  class  of  over  10,000  inhabitants. 

Chap.  243,  Feb.  15,  1907. 

° See  “ Recent  decisions,”  at  the  close  of  this  bulletin,  for  complete  text  of  decision. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


51 


200.  Kansas:  Amending  secs.  9 and  10,  art.  7,  chap.  122,  Laws,  1876  (secs. 
6782,  67S3,  Statutes,  1905),  relative  to  union  or  graded-school  districts. 

Providing  that  boards  of  directors  of  single  districts  establishing 
graded  schools  shall  have  the  management  of  such  schools.  Changing 
time  of  annual  meeting. 

Chap.  331,  Mar.  9,  1907. 


D201.  Kentucky  (1905)  : The  school  board  of  a city  may  not  insist  that,  on 
grounds  of  public  policy,  it  can  not  be  sued  because  it  is  an  agent  of  the 
State;  Ivy.  St.,  1903,  sec.  2949,  authorizing  it  to  be  sued. — Oberdorfer  v. 
Louisville  School  Board,  85  S.  W.,  696;  27  Ky.  Law  Rep.,  508. 


202.  Louisiana:  Authorizing  parish  boards  of  school  directors  to  donate  to  the 
United  States  of  America  right  of  way  for  the  purpose  of  constructing, 
operating,  and  maintaining  canals  for  transportation  purposes  or  to  fa- 
cilitate the  public  waterways. 

Act  No.  14,  June  15,  1908. 

203*.  Louisiana:  Amending  and  reenacting  sec.  8,  act  No.  167,  acts,  1904,  as 
amending  and  reenacting  sec.  8,  act  No.  214,  acts,  1902,  relative  to  the 
power  of  parish  boards  of  school  directors. 

Prescribing  certificate  of  eligibility  for  parish  superintendents.  Giving 
such  superintendents  power  to  nominate  teachers,  and  to  recommend 
number  of  schools,  repairs,  etc.  Striking  out  provision  concerning  com- 
pensation of  members  of  board. 

Act  No.  49,  June  20,  1908. 

204*.  Louisiana:  Amending  and  reenacting  sec.  65,  act  No.  214,  Acts,  1902, 
relative  to  school  treasurers. 

Parish  superintendent  of  schools  (formerly  parish  treasurer)  to  be 
. school  treasurer. 

Act  No.  232,  July  8,  1908. 


D205.  Louisiana  (1907)  : Where  the  governor  removed  the  members  of  a par- 
ish school  board  from  office  and  appointed  a new  board  the  old  board, 
being  unwilling  to  surrender  possession  of  their  office,  could  not  be  dis- 
possessed by  the  exercise  of  the  power  of  removal  and  the  appintment 
of  their  successors,  but  onlv  by  an  intrusion  into  office  suit. — Jackson  v. 
Powell,  44  So.,  689;  119  La.,  882;  In  re  Powell.— Id. 

Where  the  members  of  a parish  school  board  were  sought  to  be  re- 
moved from  office  by  the  exercise  of  the  governor’s  removal  power  and 
the  appointment  of  a new  board  as  their  successors,  the  members  of 
the  old  board  were  entitled  to  protect  their  possession  of  the  office  by 
injunction. — Jackson  v.  Powell. — Ibid. 

206.  Maine:  See  enactment  No.  \66. 

207.  Maine:  Amending  sec.  2,  chap.  465,  Private  and  Special  Laws,  1868,  pro- 

viding for  the  election  of  a superintending  school  committee  and  superin- 
tendent of  schools  in  the  city  of  Lewiston. 

Adding  provision  for  the  appointment  of  truant  officers  by  the  superin- 
tending school  committee,  and  empowering  this  committee,  instead  of  city 
council,  to  fix  the  term  and  salary  of  the  superintendent  of  schools  and 
the  truant  officers. 

Chap.  129,  Private  and  Special  Laws,  Feb.  26,  1907. 

208.  Maine:  Establishing  a board  of  education  in  the  city  of  Augusta  and  pro- 

viding for  a uniform  system  of  schools  therein. 

Creating  a board  of  education,  consisting  of  nine  members,  one  from 
each  of  the  eight  wards  and  the  president  of  the  trustees  of  the  Cony 
Female  Academy  ex  officio.  Providing  for  their  election  (general  ward 
meeting),  term  (three  years),  qualifications,  powers,  and  duties  of  the 
members  for  the  annual  town  meeting  for  the  consideration  of  school 
matters  and  for  the  discontinuance  of  existing  school  offices  and  districts. 
Providing  for  submission  of  act  to  city  for  approval.  Repealing  and 
amending  sundry  acts. 

Chap.  416,  Private  and  Special  Laws,  Mar.  26,  1907. 


52  STATE  SCHOPL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

209.  Massachusetts:  Relative  to  janitors  of  public  schoolhouses  in  the  city  of 

Lawrence. 

Giving  to  school  committee  full  and  exclusive  authority  to  appoint,  re- 
move, and  control  janitors  of  public  schoolhouses. 

Chap.  187,  Mar.  12,  1907. 

210.  Massachusetts:  Amending  sec.  4,  chap.  364,  acts,  1891,  as  amended  by 

chap.  357,  acts,  1902,  and  amending  sec.  31,  chap.  364,  acts,  1891,  relative 
to  the  school  committee  of  the  city  of  Cambridge. 

Reducing  membership  of  school  committee  from  fifteen  to  five.  City 
divided  into  three  districts;  one  member  from  each  district  elected  for 
three  years ; two  members  elected  from  city  at  large  for  three  years. 

Modifying  provisions  relative  to  powers  and  duties  of  school  committee. 
Annual  expenditures  limited  to  $5  per  thousand  dollars  of  taxable  prop- 
erty. School  .committee  to  have  complete  charge  of  school  buildings 
and  authority  to  appoint  and  remove  janitors. 

Act  to  be  submitted  for  approval  to  qualified  voters  of  city. 

Chap.  566,  June  28,  1907. 

210a.  Massachusetts:  Amending  sec.  31,  chap.  364,  acts,  1891,  as  amended  by 
sec.  2,  chap.  566,  acts,  1907,  relative  to  the  school  committee  of  the  city 
of  Cambridge. 

Extending  power  of  expenditure. 

Chap.  362,  Apr.  7,  1908. 

211.  Michigan:  See  enactment  No.  296. 

212.  Michigan:  See  enactment  No.  297. 

213.  Michigan:  Amending  sec.  2,  chap.  3,  act  No.  164,  acts,  1881  (sec.  4667, 

Compiled  Laws,  1897),  relative  to  vacancies  in  school  district  offices. 

Adding  provision  that  an  office  shall  be  vacant  when  incumbent  ceases 
to  be  a taxpayer  in  said  district ; or  upon  the  expiration  of  twenty  days 
after  failure  of  district  to  elect  successor  at  annual  meeting,  at  which 
time  board  of  school  inspectors  shall  appoint  successor. 

Sec.  1,  p.  101,  act  no.  91,  May  15,  1907. 

214.  Michigan:  Amending  secs.  1,  2,  3,  5,  chap.  10,  act  No.  164,  acts,  1881 

(secs.  4746,  4747,  4748,  4750,  Compiled  Laws,  1897),  relative  to  the 
organization  of  graded  school  districts. 

Authorizing  transfer  of  organization  to  graded  school  district  upon 
majority  vote  (formerly  two-thirds).  Providing  for  board  of  education 
in  place  of  board  of  trustees.  Defining  eligibility.  Providing  for  treas- 
urer’s bond.  Providing  for  financial  management;  for  employment  of 
superintendent  of  schools  whose  powers  and  duties  are  prescribed. 

Act  No.  247,  June  27,  1907. 

D215.  Michigan  (1905):  Under  Detroit  city  charter,  Comp.,  1904,  sec.  596, 
providing  the  school  inspectors  shall  be  a body  corporate  known  as 
“ Board  of  Education  of  the  City  of  Detroit,”  and  in  that  name  may  sue 
and  be  sued,  and  hold  and  convey  real  and  personal  property,  such  board 
is  a municipal  corporation,  and  not  liable  for  the  negligence  of  its  em- 
ployees and  agents. — Whitehead  v.  Board  of  Education  of  City  of  Detroit, 
112  N.  W.,  1028 ; 11  Detroit  Leg.  N.,  923. 

D216.  Michigan  (1908):  Comp.  Laws,  sec.  4810,  prescribes  certain  qualifica- 
tions as  requisite  to  eligibility  to  the  office  of  commissioner  of  schools, 
but  provides  that  persons  who  have  held  the  office  under  the  provisions 
of  act  No.  147,  p.  183,  pub.  acts,  1891,  of  which  the  section  is  amenda- 
tory, shall  be  eligible.  Sec.  3 (p.  184)  of  the  original  act  provides  that  no 
person  shall  be  eligible  to  the  office  unless  he  possesses  certain  specified 
qualifications,  or  has  held  the  office  under  the  act.  Held,  that  the  origi- 
nal act  indicates  an  intention  to  provide  that,  once  elected,  a person  is 
to  be  always  eligible  to  the  office,  and  the  same  intent  is  shown  by  the 
amendment,  and  hence  a former  holding  of  the  office,  whether  before  or 
after  the  amendment,  is  a sufficient  qualification. — Attorney-General  v. 
Lewis,  114  N.  W.,  927 ; 14  Detroit  Leg.  N.,  840. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


53 


217.  Minnesota:  Amending  secs.  5 and  .6,  chap.  289,  Laws,  1903,  relative  to  the 

reorganization  of  school  districts  in  cities  having  a population  of  10,000 
inhabitants  or  less,  in  which  the  city  council  or  common  council  performs 
the  duties  of  a board  of  education. 

Providing  that  school  inspectors  shall  be  elected  at  the  same  time  and 
in  the  same  manner  as  city  officers. 

Authorizing  board  of  inspectors  to  employ  and  compensate  clerks, 
physicians,  attorneys,  truant  officers,  etc. 

Chap.  50,  Mar.  16,  1907. 

218.  Minnesota:  Amending  sec.  1328,  Revised  Laws,  1905,  relative  to  school 

district  treasurers’  bonds. 

Requiring  that  treasurer’s  bond  be  in  a sum  equal  to  twice  the 
amount  that  will  probably  come  into  his  hands  during  any  one  year; 
excepting  bonds  furnished  by  surety  companies,  -which  shall  be  equal  to 
the  probable  amount  of  money. 

Chap.  95,  Apr.  4,  1907. 

219.  Minnesota:  Providing  for  an  inspector  of  the  books,  papers,  accounts, 

bills,  vouchers,  and  other  documents  or  property  of  townships,  villages, 
cities,  and  school  districts  in  counties  having  at  any  time  a population 
of  more  than  100,000  and  an  area  of  more  than  5,000  square  miles. 

Prescribing  method  of  appointment,  qualifications,  compensation, 
powers,  and  duties  of  such  “ public  examiner.” 

Chap.  131,  Apr.  9,  1907. 

220.  Minnesota:  Providing  for  the  examination  of  the  books  of  accounts  and 

all  records  of  township,  village,  and  school  district  officers  throughout  the 
State. 

Prescribing  annual  examination  by  public  examiner.  Providing  for 
reports  and  compensation  of  examiner. 

Chap.  344,  Apr.  23,  1907. 

221.  Minnesota:  Amending  sec.  1330,  Revised  Laws,  1905,  relative  to  chairman 

of  school  board. 

Authorizing  chairman  to  draw  orders  in  the  absence,  inability,  or  refusal 
of  the  clerk.  Office  of  clerk  may  be  declared  vacant. 

Sec.  3,  chap.  445,  Apr.  25,  1907. 

D 222.  Minnesota  (1905)  : Laws,  1906,  p.  459,  chap.  289,  providing  that  in 
cities  containing  10,000  inhabitants  or  less,  where  the  city  council  acts  as 
a board  of  education,  it  may  be  relieved  from  its  duties  and  a board  of 
school  inspectors  elected,  is  not  unconstitutional,  as  special  legislation  in 
violation  of  Constitution,  art.  4,  secs.  33,  34,  in  that  the  classification  as 
adopted  is  arbitrary  and  founded  on  no  substantial  distinction,  and  is  an 
attempt  to  regulate  the  internal  affairs  of  a single  school  district. — 
State  v.  Henderson,  106  N.  W.  348,  97  Minn.,  369. 

223.  Missouri:  See  enactment  No.  843.  (Extending  tenure  of  office  of  city 

superintendents  and  principals.) 

224.  Nevada:  Amending  sec.  24,  act  of  March  20,  1865  (chap.  145,  Statutes, 

1865 — as  amended;  sec.  1293,  Compiled  Laws,  1900),  relative  to  board  of 
school  district  trustees. 

Modifying  organization  by  providing  for  the  election  of  a president. 
Increasing  compensation  of  clerk. 

Chap.  160,  Mar.  29,  1907. 

225.  New  Hampshire:  Relating  to  the  time  of  the  election  of  the  superintend- 

ent of  schools  in  the  city  of  Portsmouth.  (Amending  chap.  203.  Laws 
1885.) 

Election  to  be  held  in  May  instead  of  in  July. 

Chap.  176,  Feb.  5,  1907. 


54 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


226.  New  Jersey:  Amending  secs.  85  .and  91,  chap.  1,  Acts,  1903  (sp.  sess., 

Oct.  15),  relative  to  boards  of  education. 

Providing  that  boards  of  education  shall  organize  on  the  first  Monday 
in  April  instead  of  within  ten  days  of  the  annual  meeting;  for  the  ap- 
pointment and  compensation  of  district  clerks,  requiring  district  clerk 
to  give  a bond ; and  prescribing  additional  duties. 

Chap.  119,  May  7,  1907. 

227.  New  Jersey:  Amending  sec.  73,  chap.  1,  Acts,  1903  (sp.  sess.,  Oct.  15), 

relative  to  boards  of  school  estimate. 

Adding  provision  regarding  the  filling  of  vacancies. 

Chap.  276,  Oct.  28,  1907. 

D 228.  New  Jersey  (1906)  : The  provisions  of  P.  L.,  1904,  sp.  sess.,  p.  21,  sec. 
53,  requiring  a municipal  board  of  education  to  award  contracts  for 
school  supplies  to  the  lowest  responsible  bidder,  limits  the  power  of  the 
board,  which  must  make  the  award  to  such  bidder. — Jacobson  v.  Board  of 
Education  of  City  of  Elizabeth,  64  A.,  609. 

229.  New  York:  Amending  secs.  174-183,  chap.  26,  Laws,  1885,  as  amended  by 
sec.  16,  chap.  368,  Laws,  1887,  as  amended  by  chap.  18,  Laws,  1889,  as 
amended  by  sec.  5,  chap.  626,  Laws,  1892,  as  amended  by  chaps.  524  and 
531,  Laws,  1893,  as  amended  by  secs.  23-27,  chap.  950,  Laws,  1895,  as 
amended  by  chap.  752,  Laws,  1897,  and  as  amended  by  chap.  48,  Laws, 
1898,  providing  for  a department  of  public  instruction  in  the  city  of 
Syracuse. 

“ Sec.  1.  A department  of  public  instruction  in  and  for  the  city  of 
Syracuse  is  hereby  established.  There  shall  be  a board  of  education, 
composed  of  seven  members,  to  be  called  commissioners  of  education, 
who  shall  be  elected  by  the  electors  of  the  city  at  large.  Said  board  shall 
be  the  head  of  the  department  of  public  instruction,  and  the  representa- 
tive of  the  school  system  of  the  city  in  its  entirety.  The  terms  of  office 
of  said  commissioners  shall  be  four  years,  to  commence  January  first 
following  their  election.  The  first  commissioners  of  education  shall  be 
those  holding  office  at  the  time  this  act  takes  effect,  and  who  shall  con- 
tinue to  hold  their  offices  until  the  expiration  of  the  terms  for  which 
they  were  severally  elected.  Their  successors  shall  be  elected  at  the 
biennial  city  election  next  preceding  the  expiration  of  their  respective 
terms  of  office,  in  the  same  manner  as  other  city  officers.  Said  commis- 
sioners shall  serve  without  compensation. 

“ Sec.  2.  The  board  shall  appoint  one  of  its  members  president,  who 
shall  exercise  all  of  the  powers  usually  incident  to  such  office.  It  shall 
appoint,  to  hold  office  for  a term  of  four  years,  unless  sooner  removed, 
a clerk  who  shall  perform  the  duties  hereinafter  specified  and  shall 
receive  such  compensation  for  his  services  as  shall  be  determined  by  the 
board  of  estimate  and  apportionment.  It  shall  also  appoint  to  hold  office 
for  a term  of  four  years,  unless  sooner  removed,  a suitable  person,  to 
be  superintendent  of  schools,  who  shall  exercise  the  powers  and  dis- 
charge the  duties  hereinafter  defined,  and  shall  receive  such  compensa- 
tion for  his  services  as  the  board  of  estimate  and  apportionment  may 
determine.  It  may  also  appoint  a superintendent  of  repairs,  and  such 
other  subordinates,  including  principals,  teachers,  attendance  or  truant 
officers,  and  janitors  or  custodians  of  schools  as  the  public  school  system 
of  the  city  may  require,  and,  subject  to  the  approval  of  the  board  of 
estimate  and  apportionment,  shall  fix  and  determine  the  salaries  or  com- 
pensation of  all  such  officers,  and  subordinates  within  the  appropriation 
made  therefor.  The  present  officers,  appointees  and  employees  of  the 
board  of  education  shall  continue  to  hold  their  respective  offices  during 
the  terms  for  which  they  have  been  respectively  appointed.  All  appro- 
priations of  public  moneys  made  for  the  payment  of  salaries  and  com- 
pensation of  officers  and  subordinates  of  the  department  of  public  in- 
struction shall  be  paid  monthly,  after  certification  by  the  president  of 
the  board  of  education,  by  the  city  treasurer  upon  the  warrant  of  the 
city  comptroller,  in  the  same  manner  as  the  salaries  of  the  other  city 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


55 


officers.  The  commissioners  and  subordinates  shall  be  deemed  to  be  city 
officers  of  the  city,  and  shall  be  subject  to  all  the  provisions  of  law  appli- 
cable to  such  city  officers. 

“ Sec.  3.  The  superintendent  of  schools  and  the  clerk  shall  each,  before 
entering  upon  the  discharge  of  the  duties  of  his  office,  execute  and  file 
with  the  city  clerk  an  official  undertaking  conditioned  upon  the  faithful 
discharge  of  the  duties  of  his  office,  in  such  sum  as  shall  be  prescribed 
by  the  common  council;  such  undertakings  to  be  approved  as  to  form 
and  validity  by  the  corporation  counsel,  and  as  to  the  sufficiency  of  the 
sureties  by  the  mayor. 

“ Sec.  4.  The  board  of  education  shall  have  the  sole  and  exclusive 
government,  management,  care  and  control  of  the  public  school  system 
of  the  city,  subject  only  to  the  general  statutes  of  the  State  relative  to 
public  schools  and  public  school  instruction  not  inconsistent  with  the 
provisions  of  this  act.  It  shall  have  the  sole  and  exclusive  care,  cus- 
tody, control,  management  and  safe  keeping  of  all  property  owned  or 
used  for  school  purposes.  It  shall  have  full  power  and  authority  to 
approve  all  plans  for  new  school  buildings ; to  make  rules  and  regula- 
tions for  the  government  of  the  schools;  prescribe  courses  of  study  and 
text-books ; provide  the  schools  with  necessary  apparatus,  equipment, 
furniture  and  supplies;  supply  the  requisite  text-books  and  stationery 
for  the  use  of  the  pupils,  when  required  by  law;  exchange  old  text- 
books for  new ; change  the  grades  of  schools  and  classes  therein ; dis- 
continue or  consolidate  schools  and  classes  therein,  and  establish  new 
schools;  license  and  fix  standards  of  qualification  as  necessary  require- 
ments for  service  of  all  principals  and  teachers  in  the  schools,  which 
requirements  may  be  higher,  but  not  lower,  than  the  minimum  qualifi- 
cations required  by  the  general  laws  of  the  state;  assign  and  transfer 
principals,  teachers  and  pupils  to  schools  and  from  one  school  to 
another,  and  provide  for  the  graduation  of  all  pupils  from  all  grades 
of  schools;  allow  teachers  extra  pay  for  extra  work,  and  employ  and 
fix  the  compensation  of  such  extra  teachers  as  may  be  required,  within 
the  appropriation  made  for  teachers’  wages;  prescribe  rules  and  regula- 
tions for  the  admission  of  nonresident  pupils  to  the  schools  of  the  city 
and  fix  the  tuition  to  be  paid  therefor;  and  shall  have  all  the  powers 
and  discharge  all  the  duties  conferred  or  imposed  by  law  upon  commis- 
sioners of  common  schools  and  trustees  of  the  several  school  districts  of 
the  State,  so  far  as  the  same  are  applicable  to  the  schools  of  the  city  and 
are  not  inconsistent  with  the  provisions  of  this  act.  In  the  execution  of 
the  powers  and  authority  vested  in  it  the  board  may  establish  such  rules 
and  regulations  as  it  may  deem  necessary  for  the  promotion  of  the  wel- 
fare and  best  interests  of  the  public  schools  and  the  public  school  system 
of  the  city.  The  board  shall  administer  all  moneys  appropriated  or  avail- 
able for  educational  purposes,  provided  that  all  purchases  or  expendi- 
tures made,  or  expenses  or  indebtedness  incurred  by  said  board,  or  in  said 
department,  shall  be  made,  audited  and  paid  in  the  same  manner  and 
subject  to  the  same  conditions  and  limitations  as  are  provided  by  law  for 
expenditures  made  by  other  city  departments.  The  enumeration  of  spe- 
cific powers  herein  shall  not  be  deemed  to  exclude  or  limit  the  exercise 
of  powers  not  so  enumerated. 

“ Sec.  5.  It  shall  be  the  duty  of  the  superintendent  of  schools,  under  the 
general  supervision  and  direction  of  the  board  of  education,  to  visit  the 
several  schools  of  the  city  at  frequent  intervals ; to  inquire  into,  the  char- 
acter of  the  instruction,  management  and  discipline ; to  advise  and  encour- 
age the  pupils  and  teachers;  to  enforce  the  rules  and  regulations  of  the 
board  of  education;  to  maintain  and  enforce  proper  discipline  in  the 
management  and  conduct  of  the  schools,  and  in  connection  therewith  may 
suspend  any  pupil  alleged  to  be  guilty  of  misconduct  or  insubordination, 
and  may  likewise  suspend  any  teacher,  principal  or  employee,  but  shall 
immediately  report  such  discipline  with  his  reasons  therefor  to  the  board 
of  education ; to  report  to  the  board  of  education  any  inefficiency  or  mis- 
conduct on  the  part  of  principals,  teachers  and  employees;  to  supervise 
the  enforcement  of  the  compulsory  education  law  and  direct  truant  of- 
ficers in  the  discharge  of  their  duties;  to  have  charge  of  the  school  libra- 
ries; and  to  perform  such  other  duties  as  shall  be  prescribed  by  or 
delegated  to  him  by  the  board  of  education. 


56 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8, 


“ Sec.  6.  The  clerk  shall  keep  all  records  of  the  board  and  shall  have 
charge,  custody  and  control  of  the  rooms,  books,  papers,  documents  and 
records  of  the  department  and  shall  perform  such  other  duties  as  shall  be 
required  by  the  board  of  education.  He  is  hereby  authorized  to  administer 
oaths  and  take  affidavits  in  all  matters  appertaining  to  the  schools  or 
school  system  of  the  city  and  for  that  purpose  shall  possess  all  the  pow- 
ers of  a commissioner  of  deeds  but  shall  not  be  entitled  to  any  of  the 
fees  or  emoluments  thereof. 

“ Sec.  7.  The  superintendent  of  repairs  shall,  under  the  direction  of  the 
board,  have  charge  of  keeping  in  repair  the  school  buildings,  school  furni- 
ture and  equipment,  heating  and  other  apparatus  and  appliances  for 
carrying  on  school  work ; and  for  such  purposes  may,  subject  to  the 
approval  of  the  board,  and  within  the  appropriation  made  therefor,  employ 
such  assistants  as  may  be  necessary. 

“ Sec.  8.  The  salaries  of  all  principals  and  teachers  shall  be  regulated 
so  far  as  practicable,  according  to  merit,  grade  of  class  taught,  length  of 
service  in  teaching  or  by  a combination  of  these  considerations,  in  accord- 
ance with  a uniform  of  a schedule. 

“ Sec.  9.  The  board  of  education  shall  be  the  sole  trustee  of  the  several 
school  libraries  in  said  city.  It  shall  provide  for  the  safe-keeping  of  the 
same  and  all  the  provisions  of  law  relative  to  district  school  libraries 
shall  be  applicable  thereto.  It  shall  be  vested  with  the  same  discretion 
as  to  the  disposition  of  all  moneys  appropriated  by  any  laws  of  the  state 
for  the  purchase  of  school  libraries  as  is  conferred  by  law  upon  the 
inhabitants  of  school  districts. 

“ Sec.  10.  All  appointments  to  positions  of  teachers  in  the  public  schools 
of  the  city,  except  principals  and  vice  principals  of  schools,  heads  of  de- 
partments of  high  schools,  and  special  teachers  of  drawing,  music, 
physical  culture,  writing,  sloyd,  stenography  and  domestic  science,  shall 
be  made  from  a merit  list  to  be  ascertained  and  established  in  accordance 
with  such  rules  and  regulations  as  the  board  of  education  shall  prescribe. 
The  applicants  on  said  list  shall  be  graded  and  classified  according  to  a 
combination  of  qualifications  which  shall  include  scholarship,  ability  to 
teach,  experience  and  ability  in  school  and  class  room  discipline  and 
management,  and  general  merit  and  fitness.  No  person  shall  be  appointed 
to  the  position  of  principal  of  a high  school  or  of  a grammar  school,  or 
teacher  in  a high  school  who  is  not  a graduate  of  a normal  school,  college 
or  university  recognized  by  the  regents  of  the  university  of  the  State  of 
New  York,  and  has  not  had  at  least  two  years’  successful  experience  in 
teaching,  and  no  person  shall  be  appointed  as  teacher  in  a grammar  school 
or  kindergarten  who  is  not  a graduate  of  a normal  school  or  who  has  not 
pursued  a course  in  pedagogy  in  a state  training  school  for  at  least  one 
year.  The  provisions  of  this  section  as  to  qualifications  or  eligibility 
shall  not  apply  to  any  principal  or  teacher  now  in  the  employ  of  the  city. 

“ Sec.  11.  Text-books  shall  be  furnished  free  of  expense  to  all  the 
pupils  of  the  common  schools  of  said  city  of  all  grades  below  that  of 
high  school.  Such  books  shall  be  and  remain  the  property  of  the  city 
and  the  board  of  education  shall  provide  for  the  care  and  preservation  of 
the  same.  No  text-book  of  which  any  officer  or  subordinate  of  the 
department  is  the  author,  or  in  the  publication  or  sale  of  which  any  such 
officer  or  subordinate  is  in  any  way  interested,  shall  be  adopted  for  use 
in  any  of  the  schools  of  the  city  unless  the  same  shall  have  been  adopted 
and  shall  be  in  use  in  the  public  schools  of  at  least  five  other  cities  of 
the  state. 

“ Sec.  12.  Whenever  the  city  clerk  shall  receive  notice  from  the 
state  commissioner  of  education  of  the  amount  of  moneys  apportioned 
to  said  city  for  the  support  and  encouragement  of  common  schools  therein 
he  shall  immediately  lay  the  same  before  the  city  comptroller  and 
treasurer  and  the  treasurer  shall  apply  for  and  receive  the  moneys  appor- 
tioned to  the  said  city  as  soon  as  the  same  become  payable  and  place 
the  same  in  the  city  treasury  and  the  same  shall  be  applicable  for  the 
reduction  of  general  taxation. 

“ Sec.  13.  The  commissioner  of  public  works  shall  have  the  power, 
when  authorized  so  to  do  by  the  board  of  estimate  and  apportionment 


So  in  the  original. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


57 


for,  on  behalf  of  and  in  the  name  of  the  city  of  Syracuse  to  acquire 
by  purchase  or  condemnation  or  to  lease  such  real  property  as  may  be 
required  for  school  purposes;  to  superintend  the  planning  and  construc- 
tion of  new  school  buildings;  and  to  dispose  of  such  real  property  owned 
and  used  for  school  purposes  as  shall  no  longer  be  required  therefor. 
No  school  building  or  addition  to  a school  building  shall  hereafter  be 
erected  until  the  plans,  specifications  and  detailed  drawings  for  the  same 
shall  have  been  approved  by  the  superintendent  of  public  works  and 
board  of  education  and  their  respective  approvals  endorsed  thereon. 
Such  plans  and  specifications  shall  show  in  detail  the  ventilation,  heat- 
ing, lighting,  plumbing  and  sanitary  arrangements  of  such  buildings.  No 
plan  or  specifications  for  the  erection  of  any  school  building  or  addition 
to  a school  building  shall  be  approved  unless  the  same  shall  provide  at 
least  fifteen  square  feet  of  floor  space  and  two  hundred  cubic  feet  of 
air  space  for  each  pupil  to  be  accommodated  in  each  study  or  recitation 
room  therein,  nor  unless  provision  be  made  therein  for  assuring  at  least 
thirty  feet  of  pure  air  every  minute  per  pupil  and  the  facilities  for 
exhausting  foul  or  vitiated  air  therefrom  shall  be  positive  and  inde- 
pendent of  atmospheric  changes.  All  such  school  buildings  shall  have 
at  least  two  separate  and  distinct  stairways  located  as  far  remote  from 
each  other  as  practicable.  All  stairs,  stairways  and  stair  halls  shall 
be  constructed  of  absolutely  fireproof  material.  All  stairways  and  stair 
halls  shall  be  enclosed  on  all  sides  with  walls  of  solid  masonry,  self  sup- 
ported and  carried  from  the  foundations.  All  doorways  opening  therein 
shall  be  protected  by  fire  doors  and  all  window  openings,  except  from  the 
outside,  shall  have  fireproof  or  wired  glass  set  in  metallic  frames.  All 
halls,  doors,  stairways,  seats,  passageways  and  aisles,  and  all  lighting 
and  heating  appliances  and  apparatus  shall  be  so  arranged  as  to  facili- 
tate egress  in  case  of  fire  or  accident,  and  to  afford  the  requisite  and 
proper  accommodations  for  public  protection  in  such  cases.  Existing 
school  buildings  shall,  as  far  as  practicable,  be  improved  so  as  to  comply 
with  the  foregoing  requirements. 

“ Sec.  14.  This  act  is  intended  to  be  and  shall  be  deemed  and  held  in  all 
courts  and  jurisdictions  to  be  a public  act,  of  which  the  courts  shall  take 
judicial  notice.  This  act  shall  be  construed  not  as  an  act  in  derogation 
of  the  powers  of  the  State,  but  as  one  intended  to  aid  the  State  in  the 
execution  of  its  duties,  and  shall  be  liberally  construed  so  as  to  carry 
into  effect  the  objects  and  purposes  hereof.” 

Sec.  15.  Saving  clause. 

Sec.  16.  Construction  of  provisions. 

Sec.  17.  Laws  repealed. 

Consolidates  previous  sundry  provisions  and  modernizes  powers  and 
duties  of  boards  of  education  in  accordance  with  the  needs  of  the  city 
school  system. 

Chap.  543,  June  21,  1907. 


230.  New  York:  Reenacting  with  amendments  the  charter  of  the  city  of 

Rochester  (secs.  381-382,  art.  14,  Education). 

Chap.  755,  July  25,  1907. 

231.  New  York:  Amending  the  charter  of  the  city  of  Buffalo  relative  to  the 

board  of  examiners  in  the  department  of  public  instruction  in  such  city. 

Chap.  336,  May,  1908. 


232.  New  York:  Providing  for  a department  of  public  instruction  in  the  city 
* of  Schenectady. 


Chap.  481,  May,  1908. 


D 233.  New  York  (1905)  : Plaintiff’s  principal  made  an  official  report  to  the 
city  school  superintendent  that  plaintiff  was  “ careless  ” in  blackboard 
work,  and  thereafter  such  superintendent,  in  replying  to  the  letter  written 
to  him  by  W.  at  plaintiff’s  request  and  in  her  interest,  calling  attention 
to  alleged  conflict  between  such  report  and  one  made  shortly  before  by 
the  same  principal,  stated  that  he  never  had  any  doubt  that  the  prin- 
cipal’s estimate  of  plaintiff  was  “ pretty  nearly  correct.”  Held,  that 
such  reports  were  not  libelous  per  se.  Walker  v.  Best,  95  N.  Y.  S.,  151, 
107  App.  Div„  304. 


58 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


234.  North  Carolina:  Amending  sec.  4029,  chap.  85,  Rev i sal,  1905,  relative  to 

application  of  chapter  on  education. 

Requiring  the  superintendents  and  the  treasurers  of  all  district  schools 
receiving  any  part  of  the  public  school  fund  to  make  reports  to  the  state 
superintendent  and  county  superintendent. 

Sec.  la,  chap.  835,  Mar.  9,  1907. 

235.  North  Dakota:  Amending  sec.  819,  Revised  Codes,  1905,  relative  to  the 

powers  of  district  school  boards. 

Providing  that  no  relative  of  any  member  of  a board  shall  be  employed 
without  unanimous  consent  of  the  board. 

Sec.  4,  chap.  95,  Mar.  19,  1907. 

236*.  Ohio:  Providing  for  the  expenses  of  members  of  boards  of  education  in 
school  districts  of  the  State. 

“ Sec.  1.  That  a service  fund  for  members  of  the  board  of  education 
of  any  city  school  district  be  authorized  and  that  it  be  operated  as 
follows : 

“ Upon  the  passage  of  this  act  and  upon  the  third  Monday  of  every 
January  thereafter  the  clerk  of  the  board  of  education  shall  certify  to  the 
board  of  education  of  which  he  is  clerk,  the  number  of  pupils  enrolled 
in  the  public  schools  of  that  district,  whereupon  the  board  of  said  city 
school  district  may  by  resolution  set  aside  from  the  contingent  fund  a 
sum  not  to  exceed  five  cents  for  each  child  so  enrolled,  said  sum  of  money 
to  be  known  as  the  ‘ service  fund  ’ to  be  used  only  in  paying  the  expenses 
of  said  members  actually  incurred  in  the  performance  of  their  duties; 
such  payments  to  be  made  only  on  statement  of  the  several  members 
furnished  at  the  last  meeting  held  in  each  month.” 

S.  B.  305,  p.  322,  May  9,  1908. 

237.  Ohio : Repealing  and  reenacting  with  minor  amendments  sec.  3897,  Revised 

Statutes  (1905),  as  amended  April  25,  1904  (S.  B.  57,'  p.  338,  Laws, 
1904),  relative  to  boards  of  education  in  city  school  districts. 

S.  B.  455,  p.  585,  May  20,  1908. 

238.  Ohio:  Amending  sec.  1,  H.  B.  44,  p.  120,  Laws,  1906,  providing  for  the  re- 

lease and  discharge  of  county,  city,  village,  and  school  district  treas- 
urers and  their  sureties  in  certain  cases. 

S.  B.  546,  p.  388,  May  9,  1908. 

239*.  Ohio:  Repealing,  and  reenacting  with  amendments,  sec.  3920,  Revised 
Statutes  (1905),  as  amended  April  25,  1904  (S.  B.  57,  p.  342,  Laws,  1904), 
relative  to  the  organization  of  township  boards  of  education. 

Providing  for  compensation  of  members  of  boards — “ two  dollars,  for 
each  meeting  actually  attended,  for  not  more  than  ten  meetings  in  any 
year.” 

H.  B.  678,  p.  105,  Apr.  15,  1908. 

240.  Ohio:  Repealing,  and  reenacting  with  amendments,  sec.  3969,  Revised 

Statutes  (1905),  relative  to  the  action  of  the  county  commissioners  when 
a board  of  education  fails  to  provide  proper  school  facilities. 

Proper  school  facilities  to  include  the  continuance  of  school  for  thirty- 
two  weeks  (formerly  seven  months).  Adding  the  payment  of  teachers’ 
salaries,  the  payment  of  money  needed  in  school  administration,  and  the 
filling  of  vacancies  in  board  within  thirty  days,  to  list  of  the  duties  of 
boards  of  education. 

H.  B.  1003  (in  part),  p.  51,  Mar.  31,  1908. 

241.  Ohio:  Repealing,  and  reenacting  with  amendments,  sec.  3981,  Revised 

Statutes  (1905),  relative  to  vacancies  in  boards  of  education. 

Constituting  absence  from  meetings  of  board  for  ninety  days  cause  for 
declaring  vacancy. 

H.  B.  1003  (in  part),  p.  51,  Mar.  31,  1908. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


59 


242.  Ohio:  Repealing,  and  reenacting  with  amendments,  sec.  2834b,  Revised 
Statutes  (1905),  relative  to  restrictions  as  to  contracts,  agreements,  obli- 
gations, appropriations,  and  expenditures. 

Striking  out  provisions  excepting  boards  of  education  in  cities  of  the 
first  class,  of  first,  second,  or  third  grade,  from  operation  of  section. 

H.  B.  1279,  p.  520,  May  9,  1908. 

D 243.  Ohio  (1904)  : Rev.  Stat.,  sec.  4105,  providing  that  the  administration  of 
all  estates  or  funds  given  or  transferred  in  trust  to  any  municipality  for 
the  promotion  of  education  and  accepted  by  the  council,  and  any  institu- 
tion for  the  promotion  of  education  heretofore  or  hereafter  so  founded, 
other  than  a university  as  defined  by  such  act,  shall  be  committed  to  the 
board  of  education  of  the  school  district  including  such  municipality,  did 
not  authorize  the  transfer  from  the  trustees  appointed  by  the  mayor  of 
Toledo  of  the  control  of  the  property  of  the  Toledo  University  to  the 
board  of  education. — State  v.  City  of  Toledo,  26  Ohio  Cir.  Ct.,  R.  628. 

D244.  Ohio  (1907)  : Rev.  Stat.,  sec.  3986,  empowering  the  board  of  education  of 
any  school  district  to  make  and  enforce  such  rules  and  regulations  to 
secure  the  vaccination  of,  and  to  prevent  the  spread  of  smallpox  among, 
the  pupils  attending,  or  eligible  to  attend,  the  schools  of  the  district, 
as  in  its  opinion  the  safety  and  interests  of  the  public  require,  is  not 
repugnant  to  the  constitution  of  this  State,  nor  violative  of  the  Four- 
teenth amendment  of  the  Constitution  of  the  United  States,  and  under 
the  power  thereby  conferred  a board  of  education  may  exclude  from 
the  public  schools  children  who  have  not  been  vaccinated. — (1907)  State 
v.  Board  of  Education  of  Village  of  Barberton,  81  N.  E.,  568;  76  Ohio 
Stat.  297,  affirming  judgment  (1905)  29  Ohio  Cir.  Ct.  R.,  375. 

245.  Oklahoma:  Providing  for  boards  of  education  in  cities  of  the  first  class 

holding  over  until  the  next  regular  election,  and  defining  their  powers 
and  duties. 

Chap.  12,  S.  B.  114,  p.  187,  Apr.  11,  1908. 

246.  Pennsylvania:  Prohibiting  the  board  of  directors  or  controllers  of  any 

school  district  from  taking  by  condemnation  or  otherwise  for  public 
school  purposes,  without  the  owner’s  consent,  any  land  owned  and  used 
by  any  church,  religious  society,  college,  or  educational  institution. 

Act  No.  99,  Apr.  25,  1907. 

247.  Pennsylvania:  Repealing  No.  17,  Laws,  1850,  relative  to  the  establishment, 

maintenance,  management,  and  nature  of  the  public  schools  of  the  city 
of  Lancaster. 

Act.  No.  158,  May  14,  1907. 

248.  Pennsylvania:  Amending  sec.  50,  No.  610,  acts,  1854,  regulating  and  con- 

tinuing the  system  of  education  by  common  schools. 

Excluding  the  exception  whereby  the  common  schools  of  the  city  of 
Lancaster  are  exempted  from  said  act. 

Act  No.  245,  May  31,  1907. 

249*.  Rhode  Island:  Amending,  by  adding  to  chap.  1101,  Public  Laws,  relative 
to  the  better  management  of  the  public  schools  of  the  State. 

Superintendents  of  schools  to  hold  certificates  of  qualification  issued 
by  state  board  of  education. 

Chap.  1560,  May  1,  1908. 

D 250.  Rhode  Island  (1906)  ; Under  Pub.  Laws,  1902,  p.  67,  chap.  989,  sec.  1, 
providing  that  the  school  committee  of  each  town  shall  elect  a superin- 
tendent of  schools  thereof  at  the  first  regular  meeting  of  the  committee 
succeeding  the  annual  election  thereof,  and  Gen.  Laws,  1896,  chap.  26, 
sec.  8,  declaring  that  the  word  “town”  shall  include  a city,  the  school 
committee  of  a city  consisting  of  three  members,  one  elected  at  the 
November  election  of  each  year  for  a term  beginning  in  January  fol- 


60 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


lowing,  can  not  elect  a superintendent  to  serve  under  the  committee  as 
it  will  be  constituted  after  the  election  in  November,  though  the  committee 
from  the  time  of  the  adoption  of  the  charter,  requiring  an  annual  elec- 
tion of  a superintendent,  had  elected  a superintendent  at  any  time 
during  the  year  at  its  discretion. — In  re  School  Committee  of  Pawtucket, 
65  A.  301,  27  R.  I.  596. 

251.  South  Carolina:  Providing  for  annual  reports  by  the  city  board  of  school 
commissioners  of  Charleston. 

Requiring  annual  report  to  be  submitted  to  general  assembly  and  to 
mayor  of  city. 

Act  No.  605,  Feb.  24,  1908. 


252.  South  Dakota:  See  enactment  No.  100. 

253.  South  Dakota:  Providing  for  the  incorporation  of  cities  under  com- 

mission. 

Creating  a class  of  cities  entitled  “Cities  under  commission,”  to  be 
governed  according  to  the  so-called  “commission”  plan.  Secs.  116,  117, 
and  125-134  provide  for  the  educational  organization  of  such  cities  as 
independent  school  districts,  to  be  governed  by  general  laws  applicable 
to  such  districts  except  as  otherwise  provided. 

Providing  for  the  election  of  a board  of  education  of  five  members,  one 
of  whom  to  be  elected  annually  for  a term  of  five  years.  Prescribing 
powers  and  duties  of  the  board  of  education,  particularly  with  reference 
to  its  finance. 

Chap.  86,  Mar.  12,  1907. 

254.  South  Dakota:  Relating  to  public  schools  in  cities,  towns,  and  adjacent 

territory,  organized  as  independent  school  districts. 

Providing  for  adoption  of  article  by  voters,  for  the  constitution,  elec- 
tion, organization,  powers,  and  duties  of  boards  of  education. 

Art.  XI,  chap.  135,  Mar.  13,  1907. 

255.  South  Dakota:  Relating  to  the  organization  and  government  of  inde- 

pendent school  districts. 

Art.  XVII,  chap.  135,  Mar.  13,  1907. 

256.  Tennessee:  Amending  chap.  17,  acts,  1883,  as  amended  by  chap.  59,  acts, 

1891,  providing  for  the  more  efficient  management  of  the  public  schools 
and  taxing  districts  where  there  is  an  incorporated  system  of  public 
schools. 

Increasing  the  maximum  annual  compensation  of  school  commissioners 
from  $200  to  $480 ; of  the  president  of  the  board  from  $500  to  $600.  Pro- 
viding for  a maximum  annual  compensation  of  $600  for  the  chairman  of 
the  committee  on  buildings  and  grounds. 

Providing  that  the  tax  levied  for  school  purposes  shall  be  a special 
tax,  not  to  be  embraced  within  any  limitation  of  the  taxing  power. 

Increasing  maximum  annual  salary  of  superintendent  of  schools  from 
$2,500  to  $3,600. 

Chap.  87,  Feb.  15,  1907. 

257.  Tennessee:  Repealing  chap.  8,  acts,  1885  (sp.  sess.),  relative  to  the  in- 

corporation of  the  city  of  Knoxville,  and  all  acts  amendatory  to  said  act 
and  all  laws  relative  to  the  charter  of  the  city  of  Knoxville. 

Chap.  206,  Apr.  1,  1907. 

258.  Tennessee:  Incorporating  the  city  of  Knoxville  and  defining  the  rights, 

powers,  and  liabilities  of  the  same. 

Fixing  maximum  tax  levy  for  municipal  purposes,  including  schools, 
at  11  per  cent  (sec.  21).  Authorizing  special  school  tax  of  10  cents  on 
each  $100  of  assessed  valuation,  under  conditions  imposed  by  chap.  254, 
Acts,  1899  (sec.  25). 

Providing  for  a board  of  education  of  five  members,  to  be  elected,  each 
for  five  years,  by  the  board  of  mayor  and  aldermen.  Continuing  mem- 
bers of  existing  board  (secs.  60-63). 


Chap.  207,  Apr.  1,  1907. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


61 


259.  Tennessee:  Amending  sec.  12,  chap.  204,  acts,  1899,  relative  to  boards  of 
education  in  cities  having  a population  of  thirty-six  thousand  and  up- 
ward according  to  the  Federal  census  of  1880. 

Five  instead  of  seven  members  of  board  to  constitute  a quorum.  Pre- 
scribing certain  powers  and  duties  of  boards  of  education,  and  defining 
the  relationship  of  any  such  board  to  the  city  council  with  reference 
to  the  control  of  the  public  schools.  Applies  to  city  of  Nashville. 

Chap.  400,  Apr.  12,  1907. 

D 260.  Tennessee  (1907):  Act  of  March  27,  1907,  acts,  1907,  p.  564,  chap. 
184,  art.  1,  sec.  3,  empowering  the  city  of  Memphis  to  establish  and  main- 
tain public  schools,  is  not  as  to  that  provision  unconstitutional. — Malone 
v.  Williams,  103  S.  W.,  798,  118  Tenn.,  390. 

261.  Texas:  Amending  in  sundry  particulars  chap.  128,  Laws,  1903,  providing 

for  the  incorporation  of  the  San  Antonio  board  of  trustees,  as  amended 
by  chap.  96,  Laws,  1905. 

Special  Laws,  chap.  29,  Mar.  19,  1907. 

262.  Texas:  Granting  a new  charter  to  the  city  of  Dallas. 

Providing  for  taxation  for  school  purposes,  art.  2,  sec.  2,  par.  2,  p.  574. 
Providing  for  the  organization  of  the  board  of  education  and  defining 
its  powers  and  duties,  art.  5 (pp.  608-610). 

Special  Laws,  chap.  71,  Apr.  13,  1907. 

263.  Texas:  Amending  sec.  93,  chap.  124,  Acts,  1905,  relating  to  duties  and 

qualifications  of  school  trustees. 

Striking  out  provisions  concerning  white  and  colored  trustees.  Pre- 
scribing qualifications  for  trustees,  and  providing  for  procedure  for  re- 
moval from  office. 

Chap.  106,  Apr.  16,  1907. 

264.  Utah:  Amending  sec.  1899,  Revised  Statutes,  1898,  relative  to  the  board 

of  education  in  cities  of  the  first  and  second  class. 

Providing  for  the  filling  of  vacancies  by  the  mayor  and  council  when 
board  of  education  fails  to  do  so  within  thirty  days. 

Chap.  134,  Mar.  23,  1907. 

265.  Vermont:  Repealing,  and  reenacting  with  numerous  amendments,  secs. 

622,  623,  624,  625,  Public  Statutes,  1894,  relative  to  supervision  of  schools 
of  two  or  more  towns. 

Defining  in  greater  detail  the  conditions  and  methods  for  the  union 
of  towns  for  the  purpose  of  employing  a superintendent  of  schools.  Pro- 
portion of  state  aid  increased.  Qualifications,  powers,  and  duties  of 
superintendent  defined.  Special  provision  for  Grand  Isle  County. 

Act  No.  45,  Nov.  7,  1906.  (Apr.  1,  1907.) 

266.  Vermont:  Providing  for  the  punishment  of  public  officers  for  neglect  of 

duty. 

Penalty  of  a fine  of  not  more  than  $1,000,  imprisonment  for  not  more 
than  a year,  or  both.  Includes  school  district  officers. 

Act  No.  190,  Dec.  14,  1906. 

267.  Vermont:  Amending  charter  of  city  of  Burlington  as  approved  by  act 

No.  98,  Acts,  1864,  amended,  reenacted,  and  approved  by  act  No.  255, 
acts,  1872,  and  act  No.  148,  acts,  1896. 

Changing  term  of  school  commissioners  from  two  to  three  years,  and 
providing  for  the  election  by  wards  of  two  each  year ; increasing  number 
of  elected  members  from  five  to  six.  Superintendent  of  schools  no  longer 
to  be  ex  officio  member  and  president  of  board.  Providing  for  appoint- 
ment of  truant  officer. 

Secs.  4,  155-171,  act  No.  261,  Dec.  15,  1906.  (Jan.  1,  1907.) 


62 


STATE  SCHOOL  SYSTEMS  I LEGISLATION,  ETC.,  1906-8. 


2G8.  Vermont:  Amending  act  No.  110,  acts,  1892,  as  amended  by  sundry  suc- 
cessive acts  relative  to  the  charter  of  the  city  of  Rutland. 

Secs.  211-228  relate  to  schools.  School  commissioners  hereafter  to  be 
elected  at  large  instead  of  by  wards.  Provision  for  appointment  of  truant 
officers. 

Secs.  211-228,  act  No.  280,  Dec.  19,  1906.  (Feb.  6,  1907.) 

269.  Virginia:  Amending  and  reenacting  sec.  1459,  Code,  1904,  relative  to  eligi- 

bility to  office  of  district  school  trustees. 

Making  deputies  of  federal,  state,  and  county  officers  ineligible. 
Adding  certain  minor  officers  to  the  list  of  exceptions. 

Chap.  147,  Mar.  5,  1908. 

270.  Virginia:  Amending  and  reenacting  sec.  1526,  Code,  1904,  relative  to  the 

jurisdiction  and  powers  of  school  boards  in  cities  and  to  the  clerks  of 
said  boards. 

Extending  provisions  of  section  to  towns  constituting  separate  school 
districts.  Salary  of  clerk  to  be  fixed  by  board. 

Chap.  153,  Mar.  10,  1908. 

271.  Virginia:  Amending  and  reenacting  sec.  1485,  Code,  1904,  relative  to 

penalties  for  failure  of  county  treasurer  or  district  school  clerks  to  make 
annual  reports  to  county  board. 

Increasing  fine  from  $5  to  $25.  No  remission  of  fines  imposed  unless 
such  is  approved  by  the  state  board  of  education. 

Chap.  309  (in  part),  Mar.  14,  1908. 

272.  Virginia:  Amending  and  reenacting  act  of  May  21,  1887  (sec.  1466a, 

Code,  1904),  relative  to  the  sale  or  exchange  of  public-school  property 
by  county  or  city  school  boards. 

Extending  provisions  of  act  to  district  school  boards. 

Chap.  350,  Mar.  14,  1908. 


273.  Virginia:  Repealing  secs.  1468  and  1500,  Code,  1904,  relative  to  the  cor- 
porate powers  and  designation  of  school  districts. 


Duplicate  of  sec.  1482,  Code. 


Chap.  396,  Mar.  16,  1908. 


274.  Washington:  Amending  secs.  75,  78,  89,  97,  and  98,  chap.  118  (Code  of 

Public  Instruction),  Laws,  1897,  relating  to  schools  in  cities  of  10,000 
inhabitants  and  over. 

Vesting  board  of  directors  of  districts  regularly  employing  40  or  more 
teachers  with  same  powers  and  duties  as  boards  of  such  cities. 
Provisions  concerning  elections  and  registration  of  voters.  Fixing  grad- 
uated limit  of  expenditures  by  boards  of  directors  for  sites  and  buildings. 
Boards  by  unanimous  vote  may  fix  tax  not  exceeding  2 per  cent  for  all 
school  purposes. 

Chap.  31,  Feb.  21,  1907. 

275.  Washington:  Amending  sec.  165  (Code  of  Public  Instruction),  relative  to 

failure  of  school  officers  to  deliver  property. 

Providing  for  the  disposition  of  fines  inflicted. 

Sec.  16,  chap.  240,  Mar.  18,  1907. 


276.  West  Virginia:  Amending  and  reenacting  and  reducing  to  one  the  sev- 
eral acts  creating  the  Parkersburg  independent  school  district. 

Providing  for  board  of  education ; election,  qualifications,  salary,  of- 
ficers, powers  and  duties,  tax  levies ; superintendents  and  teachers. 

Chap.  6,  Mar.  6,  1907.  (Sp.  sess.) 


% 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


63 


277.  West  Virginia:  Amending  and  reenacting  sec.  6,  chap.  45,  Code,  1906, 

relative  to  the  salaries  of  teachers  and  the  compensation  of  the  members 
of  the  boards  of  education. 

Raising  minimum  monthly  salary  limit  for  the  holders  of  different 
grades  of  certificates;  grade  one,  from  $35  to  $40;  grade  two,  from  $30 
to  $35;  grade  three,  from  $25  to  $30. 

Increasing  compensation  of  members  of  boards  of  education  from 
$1.50  to  $2.50  for  not  to  exceed  ten  days  for  any  one  year  in  case  of 
commissioners,  and  fifteen  days  in  case  of  the  president. 

(Not  approved  by  the  governor.) 

Chap.  26,  Feb.  18,  1908. 

278.  Wisconsin:  Amending  subdiv.  18,  sec.  430,  Statutes,  1898,  relative  to 

salaries  of  school-district  treasurers. 

Authorizing  compensation  to  treasurer  and  director  in  addition  to 
clerk. 

Chap.  71,  May  3,  1907. 

279.  Wisconsin:  Amending  in  a minor  manner  sec.  463,  Statutes,  1898,  rela- 

tive to  the  annual  report  of  town  clerks  to  the  county  superintendent. 

Chap.  185,  June  *6,  1907. 

280.  Wisconsin : Amending  sec.  1,  chap.  421,  Laws,  1905,  by  adding  thereto 

subdiv.  lm,  relative  to  school-district  boards.  ( Sec.  493b,  Statutes, 
1898.) 

Prescribing  procedure  for  increase  in  number  of  members  of  a school 
board  to  seven. 

Chap.  198,  June  12,  1907. 


281.  Wisconsin:  Adding  subdiv.  la  to  and  amending  sec.  467,  Statutes,  1898, 


relating  to  duties  of  town  clerks. 


Chap.  322,  June  21,  1907. 


282.  Wisconsin : Amending  sec.  462a,  Statutes,  1898,  relative  to  duties  of  school- 

district  clerks  with  respect  to  annual  school-district  reports. 

Chap.  441,  June  27,  1907. 

283.  Wisconsin:  Relating  to  school  boards  and  common  and  high  schools  in 

cities  of  the  first  class.  (Milwaukee.) 

Chap.  459,  June  29,  1907. 

284.  Wisconsin:  Repealing  and  reenacting  sec.  925 — 113,  Statutes,  1898,  rela- 

tive to  the  election  or  appointment  of  boards  of  education  in  cities  under 
general  charter  law. 

Providing  conditions  for  reorganization  of  school  system  of  rein- 
corporated cities ; special  elections. 

Chap.  480,  July  9,  1907. 

285.  Wisconsin:  Adding  sec.  430n  to  Statutes,  1898,  relative  to  the  powers  of 

the  electors  of  school  districts. 

Authorizing  school  district  with  a board  of  seven  members  to  vote  to 
return  to  the  district  system  of  school  government  with  board  of  three 
members.  Procedure. 

Chap.  588  (in  part),  July  12,  1907. 

D 286.  Wisconsin  (1907):  Where  a city  of  the  third  class,  operating  under 
a special  charter  containing  no  provisions  relating  to  schools  governed 
by  the  general  statutes  relating  to  public  schools,  adopts  St.  1898,  chap. 
40a,  secs.  925 — 113  to  925 — 119,  providing  for  the  appointment  of  boards 
of  education  for  the  management  of  the  schools  in  cities,  the  city  may 
maintain  mandamus  against  the  school  board  of  a district  existing  under 
the  general  statute  to  compel  it  to  turn  over  to  the  board  of  education  of 
the  city  the  records  and  property  in  its  possession  as  such  board. — 
State  v.  Green,  111  N.  W.,  519,  131  Wis.,  324. 


64 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

D287.  Wisconsin  (1907)  : Laws,  1905,  p.  403,  chap.  273,  sec.  1,  provides  that 
the  public  schools  in  every  city  of  the  first  class  shall  be  under  the  general 
management  and  supervision  of  a board  of  school  directors  consisting  of 
twelve  members  from  the  city  at  large,  selected  as  provided  in  the  act. 
Sec.  3 provides  that  before  a date  named  the  circuit  judges  of  the  judicial 
circuit  in  which  such  a city  is  situated  shall  meet  and  appoint  twelve 
members  of  the  board  of  school  directors,  to  hold  their  respective  offices 
for  the  periods  therein  prescribed.  Constitution,  art.  13,  sec.  9,  declares 
that  all  city,  town,  and  village  officers  whose  election  or  appointment  is 
not  provided  for  by  the  constitution  shall  be  elected  by  the  electors  of  such 
cities,  towns,  and  villages,  or  appointed  by  such  authorities  thereof  as 
the  legislature  shall  designate  for  that  purpose.  Held,  that  the  act  was 
unconstitutional  as  being  in  contravention  of  constitution,  art.  13,  sec.  9, 
in  that  it  not  only  undertook  to  take  from  the  electors  of  the  city  the 
right  to  elect  members  of  their  school  board,  but  also  took  from  the 
authorities  of  the  city  the  right  to  appoint  the  members  of  such  board. — 
State  v.  Lindemann,  111  N.  W.,  214. 

D 288.  Wisconsin  (1907):  Laws,  1905,  p.  403,  chap.  273,  relating  to  school 
boards  and  common  and  high  schools  in  cities  of  the  first  class,  and  pro- 
viding that  the  public  schools  in  every  city  of  the  first  class  shall  be 
under  the  general  management  and  control  of  a board  of  school  directors, 
consisting  of  twelve  members  from  the  city  at  large,  selected  as  provided 
in  the  act,  is  not  unconstitutional,  as  being  special  legislation. — State  v. 
Lindemann,  111  N.  W.,  214. 

289.  Wyoming:  Amending  and  reenacting  secs.  530,  563,  and  1192,  Revised 
Statutes,  1899,  relating  to  school  districts  and  levy  of  school  taxes. 

Fixing  April  13th  as  end  of  fiscal  year.  Changing  time  for  submission 
of  reports  of  district  clerks  and  county  superintendents. 

Chap.  15,  Feb.  13,  1907. 


(e)  School  Meetings;  Elections;  Qualifications  for  Voters. 

The  enactments  classified  under  this  section  relate  principally  to 
minor  and  local  administrative  changes  concerning  the  time  and 
manner  of  publication  of  notices  of  general  and  special  school  elec- 
tions, the  conduct  of  such  elections,  and  the  general  powers  and 
authority  of  district  school  meetings.  The  definition  of  the  qualifi- 
cations of  women  voting  at  school  elections  in  Vermont  (311),  the 
Oregon  (D  303)  decision  as  to  the  right  of  property  owners  to  vote  in 
school  districts,  and  the  Wisconsin  (D  313)  decision  as  to  the  right 
of  women  to  vote  on  the  proposition  to  issue  bonds  for  the  construc- 
tion of  school  buildings,  touch  matters  of  more  than  local  significance. 

290.  Alabama:  Amending  sec.  6,  act  No.  365,  p.  289,  Laws,  1903,  providing  for 

the  redistricting  and  management  of  the  public  schools. 

Providing  for  publication  of  notices  of  meetings  for  election  of  district 
trustees,  for  procedure,  for  certificate  of  election,  and  for  contests. 

Sec.  1,  act  No.  358,  p.  478,  July  17,  1907.  (Sec.  1697,  Code,  1907.) 

291.  Connecticut:  Amending  in  a minor  manner  secs.  1795  and  2190,  General 

Statutes,  1902,  relative  to  the  notices  of  town,  city,  borough,  school 
society,  school  district,  and  other  meetings. 

Chap.  138,  June  21,  1907.  (July  1,  1907.) 

292.  Delaware:  Fixing  the  time  for  holding  school  meetings  in  Kent  County. 

Meeting  to  be  on  first  Saturday  in  June. 


Chap.  129,  Feb.  25,  1907. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


65 


293.  Idaho:  Amending  sec.  81,  H.  B.  No.  42,  Laws,  1899,  establishing  and 

maintaining  a system  of  free  schools,  as  amended  by  S.  B.  No.  8,  Laws, 
1903,  relative  to  election  of  members  of  boards  of  school  trustees. 

Election  to  be  held  on  first  Tuesday  in  September,  instead  of  first 
Monday  in  September. 

S.  B.  No.  92,  p.  316,  Mar.  13,  1907. 

294.  Idaho:  Amending  sec.  42,  H.  B.  No.  42,  Laws,  1899,  as  amended  by  sec.  1, 

S.  B.  No.  98,  Laws,  1903,  relative  to  election  of  boards  of  school  trustees. 

To  be  held  on  first  Saturday  in  April  instead  of  first  Monday  in 
June. 

H.  B.  No.  96,  p.  343,  Mar.  13,  1907. 

295.  Illinois:  Enabling  school  districts  acting  under  special  charters  to  hold 

elections  for  choosing  school  directors,  members  of  boards  of  education, 
and  members  of  boards  of  school  inspectors  at  the  time  provided  for  the 
election  of  school  directors  under  the  general  school  law  of  the  State. 
Applies  especially  to  Peoria. 

S.  B.  318,  p.  525,  Apr.  8,  1907. 

296.  Michigan:  Amending  sec.  2374,  Compiled  Laws,  1897,  relative  to  the 

powers  and  duties  of  township  officers. 

Authorizing  annual  township  meeting  by  majority  vote  to  increase 
compensation  of  officers  from  a dollar  and  a half  to  two  dollars  per  day. 
(Applies  to  school  inspectors.)  Special  provisions  for  supervisor. 

Act  No.  98,  May  22,  1907. 

297.  Michigan:  Amending  secs.  3,  4,  5,  chap.  32,  act  No.  215,  Acts,  1895  (secs. 

3340,  3341,  3342,  Compiled  Laws,  1897),  relative  to  annual  election  of 
school  trustees  in  cities. 

Requiring  said  election  to  be  conducted  similar  to  annual  township 
elections  (formerly  graded  school  district  elections).  Notice  of  elections 
to  be  given  fifteen  (formerly  ten)  days  previous  to  election.  Providing 
for  the  appointment  of  three  election  commissioners;  for  the  manner 
of  nomination  of  trustees  and  the  forms  of  ballot.  Trustees,  candidates 
for  election,  ineligible  as  inspectors  of  election.  Prescribing  qualifica- 
tions of  voters,  and  authority  and  duties  of  inspectors. 

Act  No.  110,  May  22,  1907. 

298.  Minnesota:  Fixing  the  hours  during  which  the  polls  shall  be  open  for  the 

holding  of  school  elections  in  certain  independent  school  districts. 

From  6 a.  m.  to  7 p.  m.  in  independent  districts  containing  a popula- 
tion of  50,000  or  over. 

Chap.  278,  Apr.  22,  1907. 

D299.  Montana  (1907)  : Session  Laws,  1907,  p.  50,  authorizing  the  establish- 
ment of  county  free  high  schools  on  a majority  of  the  votes  cast  at  an 
election  on  the  proposition  favoring  the  establishment  of  such  a school. 
Held,  not  in  conflict  with  constitution,  art.  9,  sec.  2,  giving  to  qualified 
voters  the  right  to  vote  on  all  questions  that  may  be  submitted  to  the 
vote  of  the  people. — Evers  v.  Hudson,  92  P.,  462. 

300.  Nebraska:  Repealing,  and  reenacting  with  amendments,  sec.  7457,  Cob- 

bey’s  Annotated  Statutes,  Supplement,  1905,  relative  to  fees  for  election 
officers. 

Prescribing  fees  for  joint  county,  city,  and  school  elections  in  counties 
having  a population  of  over  125,000. 

Chap.  4,  Feb.  26,  1907. 

301.  Ohio:  Repealing,  and  reenacting  with  minor  amendments,  sec.  14  (H.  B. 

1007,  p.  242,  Laws,  1894)  act  of  May  15,  1894.  Revised  Statutes,  relative 
to  the  conduct  of  elections  to  pay  the  expense  of  elections. 

H.  B.  794,  p.  84,  Apr.  9,  1908. 


63470—09- 


5 


66 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


302.  Oklahoma:  Amending  sec.  1,  art.  3,  chap.  33,  Sess.  Laws,  1905,  and  amend- 
ing sec.  1,  art.  3,  chap.  72  (73?),  Statutes,  1893,  relating  to  annual  school 
meetings  and  to  district  officers. 

Changing  date  of  annual  district  meetings  from  May  to  June.  Special 
provision  for  1908  (July)  in  order  to  permit  new  assessment  under  con- 
stitutional provisions.  Defining  powers  and  duties  of  district  boards 
prior  to  annual  meetings  of  1908. 

Chap.  34,  H.  B.  570,  p.  398,  May  19,  1908. 


1)303.  Oregon  (190G)  : B.  & C.  Comp.  sec.  3386,  providing  that  any  citizen 
who  has  property  in  a school  district  on  which  he  or  she  is  liable  to  pay 
a tax  shall  be  entitled  to  vote  at  any  school  district  election,  is  not  invalid 
as  prescribing  a property  qualification  in  contravention  of  Const,  art.  2, 
sec.  2,  defining  the  qualifications  of  voters,  it  not  applying  to  school 
district  elections. — Setterlum  v.  Keene,  87  P.  763,  48  Or.,  520. 

304.  Pennsylvania:  Repealing  sec.  2,  act  No.  17,  Laws,  1850,  as  supplemented 

and  amended  by  act  No.  289,  acts,  1868,  relative  to  the  time  and  manner 
of  electing  school  directors  in  the  city  of  Lancaster,  and  defining  the 
qualifications  of  voters  for  the  same. 

Act.  No.  159,  May  14,  1907. 

305.  Pennsylvania:  Supplementing  act  No.  3,  acts,  1903,  relative  to  school 

districts  in  townships,  and  boroughs  created  therefrom. 

Providing  manner  of  certifying  and  returning  votes  cast  in  such  dis- 
tricts. 

Act  No.  178,  May  23,  1907. 

306.  South  Carolina:  See  enactment  No.  658. 


307.  South  Dakota:  Prescribing  the  qualifications  of  voters  in  school  districts 
situated  in  two  counties. 


Chap.  141,  Feb.  20,  1907. 


308.  Tennessee:  Amending  sec.  2,  chap.  17,  acts,  1883,  providing  for  a more 
efficient  management  of  public  schools  and  taxing  districts  where  there 
is  an  incorporated  system  of  public  schools. 

Changing  time  for  the  election  of  school  commissioners  from  January 
to  November. 

Chap.  376,  Apr.  11,  1907. 

D 309.  Texas  (1908):  If  at  an  election  to  determine  whether  territory  em- 
bracing parts  of  different  counties  should  be  incorporated  as  an  inde- 
pendent school  district,  under  act  of  1st  sess.,  twenty-seventh  legislature, 
sec.  2 (Laws,  1901),  p.  29,  chap.  15,  or  at  an  election  after  incorporation 
to  determine  whether  bonds  should  be  issued,  polls  should  have  been 
opened  in  each  county  instead  of  but  one,  the  failure  to  open  polls  in  each 
county  is  without  prejudice  to  taxpayers  in  a county  in  which  polls  were 
not  opened,  where  it  does  not  appear  that,  excluding  all  the  votes  of  those 
counties  in  which  polls  were  not  opened  or  counting  them  against  the 
measures  voted  on,  the  result  would  have  been  different. — Parks  v.  West, 
108  S.  W.,  466. 


310.  Utah:  Amending  in  a minor  manner  sec.  1883,  Revised  Statutes,  1898, 

relative  to  elections  for  district  school  bonds. 

Chap.  141,  Mar.  25,  1907. 

311.  Vermont:  Amending  sec.  704,  chap.  36,  Public  Statutes,  1894,  relative  to 

school  elections. 

Defining  more  accurately  qualifications  of  women  voting  at  school 
elections.  Must  be  21  years  of  age ; may  vote  at  all  school  elections  and 
hold  appointive  as  well  as  elective  offices. 

Sec.  5,  act  No.  43,  Dec.  18,  1906.  (Apr.  1,  1907.) 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


67 


312.  Wisconsin:  Amending  sec.  402,  Statutes,  1808,  as  amended  by  chap.  345, 
Laws,  1003,  as  amended  by  chap.  320,  Laws,  1005,  relative  to  the  election 
of  free  high  school  district  officers. 

Chap.  438,  June  27,  1007. 

D313.  Wisconsin  (1006)  : Rev.  Stat.,  1808,  sec.  043,  as  amended  by  Laws,  1003, 
p.  480,  chap.  312,  provides  that  no  bonds  shall  be  issued  by  any  city  until 
the  proposition  shall  be  submitted  to  the  “people”  of  the  municipality, 
and  adopted  by  a majority  voting  thereon,  and  that  when  any  such  bond 
issue  is  contemplated,  a special  election  for  the  purpose  of  submitting 
such  question  to  the  “ electors  ” shall  be  called  and  held.  Held,  that  the 
term  “ electors  ” referred  to  all  persons  legally  entitled  to  vote  on  the 
proposition  submitted,  and  therefore  did  not  exclude  women  from  voting 
on  a proposition  to  issue  bonds  for  the  construction  of  a schoolhouse; 
such  election  being  an  election  at  which  women  are  authorized  to  vote, 
under  Rev.  Stat.,  1808,  sec.  428a. — Hall  v.  City  of  Madison,  107  N.  W.,  31. 


(f)  Administrative  Units;  Districts,  Townships,  Municipalities,  etc.; 

Formation,  Division,  Consolidation. 

(See  Section  H,  enactments  984-1020.) 

The  legislative  activity  relating  to  the  consolidation  of  school  dis- 
tricts was  at  its  height  several  years  ago.  Most  of  the  enactments 
in  this  direction  during  the  past  biennium  are  amendatory  to  previ- 
ous measures,  and  seek  to  improve  the  details  of  the  methods  already 
prescribed  so  as  to  remove  obstacles,  administrative  and  judicial, 
that  have  developed,  and  to  provide  for  the  more  complete  protection 
of  the  interests  of  the  consolidated  districts.  It  has  been  found  more 
convenient  to  discuss  the  more  important  of  these  consolidation  acts 
under  the  head  of  transportation  (Section  H,  subdivision  e).  Arizona 
(317)  passed  a new  act  relative  to  the  consolidation  of  school  dis- 
tricts. Ohio  (348),  (349),  gave  evidence  of  confidence  in  her  plans 
for  the  centralization  of  rural  schools  by  passing  several  important 
amendments  to  the  existing  laws  upon  this  subject.  The  revision  of 
the  educational  code  of  West  Virginia  incorporated  a number  of  very 
important  sections  calculated  to  further  the  development  of  consoli- 
dation and  transportation.  The  redefinition  of  depopulated  school 
districts  (331),  and  of  partially  depopulated  school  districts  (332), 
in  Kansas,  is  indicative  of  the  tendency  to  eliminate  that  class  of 
rural  schools  containing  too  small  a number  of  pupils  for  efficient 
operation. 

The  Georgia  decision  (D  324)  as  to  the  operation  of  the  acts  of 
1905  and  1906  concerning  the  creation  of  local  tax  district  schools 
is  of  interest  to  those  who  are  watching  the  development  of  the  senti- 
ment in  the  Southern  States  for  increased  local  support  for  the  com- 
mon schools. 

314.  Alabama:  Amending  secs.  16,  10,  20,  act  No.  365,  p.  280,  Laws,  1003,  pro- 
viding for  the  redistricting  and  management  of  public  schools. 

Modifying,  in  minor  manner,  method  of  changing  district  lines  and 
boundaries.  Minor  provisions  concerning  application  of  act  to  certain 
counties  and  municipalities. 

Secs.  4,  6,  7,  act.  No.  35S,  p.  478,  July  17,  1007.  (Secs.  1691-1603,  1701, 
Code,  1007.) 


68 


STATE  SCHOOL  SYSTEMS  : LEGISLATION,  ETC.,  1906-8. 


315.  Arizona:  Amending  pars.  2165,  2166,  2167,  2170  (cliap.  6,  tit.  19,  secs.  36, 

37,  38,  and  41),  Revised  Statutes,  1901,  relative  to  the  creation  and  re- 
arrangement of  school  districts  in  certain  cases. 

Special  provisions  concerning  the  creation  of  new  school  districts  which 
shall  be  coterminous  with  the  boundaries  of  towns. 

Chap.  36,  Mar.  14,  1907. 

316.  Arizona:  Amending  par.  2155  (sec.  26,  chap.  4,  tit.  19),  Revised  Statutes, 

1901,  relative  to  the  formation  of  new  school  districts. 

Boundaries  of  school  districts  may  be  changed  only  between  July  1 
and  September  1.  Prescribing  conditions. 

Sec.  17,  chap.  67,  Mar.  21,  1907.  (July  1,  1907.) 

317.  Arizona:  Authorizing  the  consolidation  of  school  districts. 

Providing  for  procedure  for  consolidation;  petition  to  county  super- 
intendent of  parents  or  guardians  of  majority  of  school-census  children 
of  districts ; approval  by  county  superintendent ; board  of  supervisors 
may  then  consolidate.  Provisions  regarding  finances  of  the  several  dis- 
tricts consolidated,  for  the  appointment  of  school  trustees,  etc. 

Chap.  88,  Mar.  21,  1907. 

318.  California:  Amending  sec.  1581,  Political  Code,  1906,  relative  to  the  forma- 

tion of  new  school  districts. 

Order  of  board  of  supervisors  creating  new  school  district  null  and 
void  unless  school  is  opened  not  later  than  second  Monday  of  September 
following  date  of  order. 

Chap.  43,  Feb.  28,  1907. 

319.  California:  Providing  for  the  change  of  name  of  high  school  districts  and 

union  high  school  districts  and  the  manner  of  making  such  change. 

Chap.  516,  Mar.  23,  1907. 

D 320.  California  (1905)  : A school  district  is  a corporation  of  quasi  municipal 
character,  and,  though  its  territorial  limits  may  be  actually  coterminous 
with  those  of  a city,  the  identity  of  the  school  district  as  a corporate 
entity  is  not  lost  or  merged  in  that  of  the  city. — Los  Angeles  City  School 
Dist.  v.  Longden,  83  P.  246 ; Los  Angeles  City  High  School  Dist.  v.  Same, 
Id.,  248. 

321.  Delaware:  Authorizing  the  county  school  commissioners  to  alter,  divide, 

consolidate,  or  unite  school  districts  for  colored  people. 

Chap.  123,  Mar.  29,  1907. 

322.  Georgia:  Amending  act  No.  159,  p.  425,  acts,  1905,  as  amended  by  act  No. 

549,  p.  61,  acts,  1906,  relative  to  the  creation  and  operation  of  local-tax 
district  schools,  for  the  levying  and  collection  of  local  tax  by  districts  or 
counties  for  educational  purposes,  for  the  election  of  school  trustees,  etc. 

Providing  for  modifications  in  the  boundaries  of  school  districts  an- 
nually (formerly,  biennially)  ; for  the  right  of  hearing  before  grand  jury 
by  members  of  the  county  board  of  education  charged  with  neglect  of 
duty;  for  the  election  of  five  trustees  in  school  districts  containing  in- 
corporated towns;  and  for  local  taxation  by  “any  school  district.” 

Act  No.  266,  p.  100,  Aug.  22,  1907. 

D 323.  Georgia  (1907)  : Act  of  Aug.  22,  1905  (Laws,  1905,  p.  469),  incorporating 
a school  district  in  a certain  county,  is  unconstitutional  as  being  a spe- 
cial act,  interfering  with  Pol.  Code,  1895,  secs.  1338-1408  (Gen.  School 
Law),  and  a violation  of  the  constitution  (Civ.  Code,  1895,  sec.  5732), 
providing  that  laws  of  a general  nature  shall  have  a uniform  operation 
throughout  the  State,  and  no  special  law  shall  be  enacted  in  any  case  for 
which  provision  has  been  made  by  an  existing  general  law. — (1907)  Sel- 
lers v.  Cox,  56  S.  E.,  284,  127  Ga.,  246;  (1906)  Houseworth  v.  Stevens,  56 
S.  E.,  288,  127  Ga.,  256. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


69 


D 324.  Georgia  (1907)  : Act  of  Aug.  23,  1905  (acts,  1905,  p.  425),  as  amended 
by  act  of  Aug.  21,  1906  (acts,  1906,  p.  61),  providing  for  the  creation  of 
local-tax  district  schools,  is  a valid  law  of  uniform  operation,  and  repeals 
all  laws,  general  or  special,  which  are  so  inconsistent  that  prior  laws  and 
the  new  law  can  not  stand  together. — Edalgo  v.  Southern  Ry.  Co.,  58  S. 
E.,  846. 

325.  Idaho:  Amending  sec.  35,  p.  93,  Laws,  1899,  as  amended  by  sec.  5,  p.  220, 

Laws,  1901  (sec.  1055,  Political  Code,  1901),  as  amended  by  sec.  1,  p. 
218,  Laws,  1905,  relative  to  the  formation  of  school  districts. 

Vote  to  change  boundaries  of  an  organized  district  to  be  taken  only  at 
regular  April  meetings  of  board  of  county  commissioners  (formerly,  quar- 
terly meetings)  ; change  not  to  take  effect  before  close  of  school  year. 

Districts  of  less  than  9 square  miles  area  may  be  divided  only  on  the 
approval  of  county  superintendent  and  by  unanimous  vote  of  board  of 
county  commissioners. 

Special  provisions  concerning  attendance  of  pupils  upon  schools  of 
other  districts. 

H.  B.  No.  31,  sec.  1,  p.  16,  Feb.  15,  1907. 

326.  Illinois:  Providing  for  the  annexation,  for  township  high-school  purposes, 

of  any  school  township,  or  part  of  such  township,  not  having  an  estab- 
lished township  high  school,  to  any  adjacent  school  township  having 
an  established  township  high  school. 

Prescribing  mode  of  procedure  and  manner  of  holding  election. 

H.  B.  285,  p.  534,  Apr.  22,  1907. 

327.  Iowa:  See  enactment  No.  682. 

328.  Iowa:  Providing  for  the  consolidation  and  change  of  boundaries  of  school 

districts  in  cities  of  the  first  class. 

Authorizing  cities  having  a population  of  50,000  or  over  to  consolidate 
all  the  territory  into  one  school  district.  Providing  for  procedure  before 
and  after  consolidation. 

Chap.  155,  Mar.  13,  1907. 

D 329.  Iowa  (1908)  : The  day  of  a school  election  falls  within  the  provisions 
of  Code,  sec.  2448,  par.  9,  providing  that  saloons  shall  not  be  open  on 
“ any  election  day.” — Hammond  v.  King,  114  N.  W.,  1062. 

The  fact  that  a liquor  dealer  has  been  advised  by  the  county  attorney, 
the  city  attorney,  and  the  chief  of  police  that  he  may  sell  liquor  on  a day 
prohibited  by  Code,  sec.  2448,  par.  9,  is  no  defense  to  a prosecution  for 
the  violation  of  the  section ; intent  not  being  an  element  of  the  offense. — 
Hammond  v.  King,  114  N.  W.,  1062. 

330.  Kansas : Providing  for  the  manner  in  which  territory,  outside,  but  adjacent 

to,  the  limits  of  cities  in  the  first  class  having  a population  of  not  more 
than  30,000,  may  be  attached  to  such  cities  for  school  purposes. 

Territory  may  be  attached  by  a city  board  of  education  upon  appli- 
cation of  a majority  of  electors  of  adjacent  territory. 

Chap.  31,  Jan.  30,  1908. 

331.  Kansas:  Repealing,  and  reenacting  with  amendment,  sec.  6137,  General 

Statutes,  1901  (sec.  4,  chap.  135,  Laws,  1893),  relative  to  the  definition  of 
of  a depopulated  school  district. 

Substituting  “ fewer  than  five  legal  voters  therein  and  fewer  than 
seven  persons  between  the  ages  of  five  and  twenty-one  years,”  for  “less 
than  three  legal  voters.” 

Chap.  322,  Mar.  7,  1907. 

332.  Kansas:  Repealing,  and  reenacting  with  amendments,  sec.  6139,  General 

Statutes,  1901,  relative  to  the  definition  of  a partially  depopulated  school 
district. 

School  districts  having  less  than  twelve  persons  between  5 and  21 
years  of  age,  to  be  deemed  partially  depopulated  (formerly,  seven  per- 
sons). 


Chap.  323,  Mar.  7,  1907. 


70 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


333.  Kansas:  Repealing,  and  reenacting  with  amendments,  sec.  6112,  General 
Statutes,  1901,  relative  to  the  formation  and  alteration  of  school  district 
boundaries. 

Providing  that  restrictions  imposed  as  to  school  population  and  assessed 
valuation  shall  not  prevent  desirable  changes  in  school  district  bound- 
aries when  the  proposed  alteration  of  boundaries  is  approved  by  the 
board  of  county  commissioners. 

Chap.  329,  Mar,  9,  1907. 

D 334.  Kansas  (1908)  : Chap.  244,  p.  384,  Laws,  1907,  purporting  to  legalize  and 
validate  the  steps  taken  in  the  matter  of  the  disorganization  and  con- 
solidation of  certain  school  districts,  is  not  a curative  or  confirmatory 
act.  It  is  creative  in  its  nature,  and  attempts  to  originate  a union  dis- 
trict from  separate  districts  which  it  attempts  to  disorganize. 

The  statute  last  referred  to  is  a special  act  relating  to  the  voluntary 
disorganization  and  consolidation  of  school  districts.  Under  the  power 
conferred  upon  it  by  sec.  17  of  art.  2 of  the  constitution,  this  court 
decides  that  a general  law  can  be  made  applicable  to  that  subject,  and 
therefore  that  the  special  act  is  void. — Gardner  et  al.  v.  State  ex  rel. 
Burch,  County  Atty.,  95  P.,  588. 

D 335.  Massachusetts  (1908)  : Rev.  Laws,  chap.  44,  sec.  1,  requires  children 
of  a certain  age  to  attend  school.  Petitioner  lives  on  an  island,  which  is 
a part  of  defendant  town,  lying  some  4 miles  from  a larger  island  upon 
which  the  main  part  of  the  town  is  situated,  there  being  no  regular  means 
of  communication  between  the  two  islands,  and  communication  being  often 
difficult  or  impossible ; and  the  town  maintains  no  school  upon  petitioner’s 
island,  but  has  upon  the  main  island  a sufficient  number  of  schools. 
Petitioner  has  five  children,  of  the  ages  of  24,  19,  17,  12,  and  4 ; owns  the 
greater  part  of  the  island  on  which  he  resides,  and  pays  taxes  thereon; 
his  family  being  the  only  one  residing  thereon,  and  his  children  the  only 
ones  who  would  attend  the  school  there,  and  only  one  of  them  being  within 
the  compulsory  school  age.  Held,  that  petitioner  could  not  insist,  under 
the  circumstances,  that  the  town  maintain  a school  on  his  island  for  his 
sole  benefit ; he  having  chosen  to  establish  himself  on  the  island,  and  only 
two  of  his  children  being  under  fourteen  years  of  age,  and  one  of  those  not 
being  of  school  age. — Davis  v.  Inhabitants  of  Chilmark.  85  N.  E.  107. 

336.  Minnesota:  See  enactment  No.  J/68. 

337.  Minnesota:  Amending  sec.  1282,  Revised  Laws,  1905,  relative  to  the  for- 

mation of  school  districts. 

Providing  for  approval  and  disapproval  of  petitions  by  county  super- 
intendent. 

Chap.  110,  Apr.  5,  1907. 

338.  Minnesota:  Amending  sec.  1286,  Revised  Laws,  1905,  relative  to  change 

of  boundary  lines  of  school  districts  and  the  formation  of  new  school 
districts. 

Prescribing  procedure  for  the  alteration  of  the  boundaries  of  school 
districts  containing  or  contained  by  any  incorporated  borough,  village,  or 
city. 

Chap.  188,  Apr.  15,  1907. 

339.  Missouri:  Adding  sec.  9875a,  to  art.  2,  chap.  154,  Revised  Statutes,  1899, 

relative  to  changes  of  boundary  lines  of  school  districts. 

Prescribing  procedure.  Providing  for  notices,  board  of  arbitration  and 
record. 

H.  B.  No.  179,  p.  426,  Mar.  29,  1907. 

340.  Montana:  Amending  sec.  1770,  art.  4,  Political  Code,  1895,  as  amended  by 

sub.  S.  B.  No.  56,  p.  136,  Laws,  1897,  and  as  amended  by  H.  B.  No.  63,  p. 
57,  Laws,  1899,  relative  to  the  election  of  school  trustees. 

Reclassifying  districts  on  the  basis  of  population. 

Chap.  69,  Mar.  4,  1907. 


ADMINISTRATIVE  CONTROL  AND  SUPERVISION. 


71 


341.  Nebraska:  Providing  for  the  equitable  adjustment  of  school  district 

boundaries  when  any  school  district  has  only  three  sections  of  land  or  less 
than  three  sections. 

Chap.  116,  Apr.  5,  1907. 

342.  Nebraska:  Repealing  and  amending  sec.  5422,  chap.  79,  Compiled  Statutes, 

1905  (sec.  11024,  Cobbey’s  Annotated  Statutes,  1903),  relative  to  dissolu- 
tion of  school  districts. 

District  must  have  failed  to  maintain  organization  for  two  consecutive 
years,  in  addition  to  other  causes,  before  dissolution  is  lawful. 

Chap.  117,  Mar.  2,  1907. 

343.  New  Jersey:  Permitting  certain  boards  of  education  to  convey  school- 

houses  and  lands  to  the  boroughs  or  other  municipalties  in  which  they 
are  situate. 

Provided  the  lines  of  the  municipality  are  coextensive  with  the  lines 
of  the  school  district. 

Chap.  158,  May  10,  1907. 

344.  New  Jersey:  Enabling  adjoining  municipalities,  other  than  cities,  lying 

in  the  same  county,  to  consolidate  and  form  a city. 

Prescribing  procedure,  elections,  etc.  Providing  that  the  term  of 
teachers  in  service  shall  be  added  to  the  time  devoted  to  teaching  under 
new  city  government,  in  all  legal  computations  of  the  time  spent  by  said 
teacher  in  teaching  in  said  new  city. 

Chap.  178,  Apr.  11,  1908. 

345.  New  York:  Amending  chap.  556,  Consolidated  School  Law,  1894,  relative 

to  changing  school  districts. 

Chap.  609,  July  18,  1907. 

• 346.  North  Dakota:  Amending  in  a minor  manner  sec.  949,  Revised  Codes, 
1905,  relative  to  attaching  adjacent  territory  for  school  purposes. 

Chap.  106,  Mar.  14,  1907. 

347.  North  Dakota.  Amending  secs.  938,  939,  940,  941,  943,  Revised  Codes,  1905, 

relative  to  the  creation  of  special  school  districts  in  incorporated  cities, 
towns,  and  villages,  constituting  a part  of  a school  district,  and  to 
dividing  the  property  and  indebtedness  of  such  school  districts. 

Chap.  223,  Mar.  13,  1907. 

348.  Ohio:  Repealing,  and  reenacting  with  amendments,  sec.  3923,  Revised 

Statutes  (1905),  as  amended  Apr.  25,  1904  (S.  B.  57,  p.  344,  Laws,  1904), 
abolishing  joint  subdistricts. 

Providing  for  control  of  territory  of  subdistricts  forming  a part  of 
two  townships,  both  of  which  have  centralized  schools. 

H.  B.  682,  p.  105,  Apr.  15,  1908. 

349.  Ohio:  Repealing  and  reenacting  with  amendments,  sec.  3893.  Revised 

Statutes  (1905),  relative  to  the  annexation  of  territory  to  municipalities 
affecting  school  districts. 

Providing  for  procedure  for  transfer  of  property  of  annexed  territory. 

H.  B.  938,  p.  117,  Apr.  15,  1908. 

350.  Oklahoma:  Amending  sec.  1,  art.  1,  chap.  33,  Laws,  1905,  relative  to  the 

consolidation  of  school  districts  and  transportation  of  pupils  to  and  from 
school. 

Requiring  three-fourths  vote  instead  of  majority  vote  to  effect  con- 
solidation. 

Chap.  77,  S.  B.  237,  p.  670,  May  2,  1908. 


72 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


351.  Oregon:  See  enactment  No.  1258. 

D 352.  South  Carolina  (1907)  : Constitution,  art.  9,  sec.  2,  providing  that  no 
charter  of  incorporation  shall  be  granted,  changed,  or  amended  by  special 
law,  relates  to  private  or  quasi  public  corporations,  and  not  to  school 
districts.— State  v.  McCaw,  58  S.  E.  145,  77  S.  C.  351. 

D 353.  Texas  (1908)  : No  express  provision  of  the  constitution  of  the  State 
inhibits  the  legislature  to  authorize  the  incorporation  of  independent 
school  districts  having  territory  in  more  than  one  county,  nor  can  such 
a limitation  be  implied  from  any  of  its  provisions. — Park  v.  West,  108 
S.  W.,  466. 

D 354.  Texas  (1908)  : Under  constitution,  art.  7,  sec.  3,  as  amended  in  1883, 
providing  that  the  legislature  may  provide  for  the  formation  of  school 
districts  within  the  counties  of  the  State  by  general  or  special  law,  with- 
out the  local  notice  required  in  other  cases  of  special  legislation,  the 
legislature  has  power  to  create  independent  school  districts  without  the 
notice  of  an  intention  to  apply  for  the  passage  of  such  an  act  being  given, 
as  required  by  const.,  art.  3,  sec.  57. — Snyder  v.  Baird  Independent  School 
Dist.,  109  S.  W.,  472. 


355.  Utah:  Relating  to  cities  of  the  first,  second,  and  third  class,  providing  for 

the  settlement  between  a school  district  or  a part  of  a school  district 
and  a city  when  annexed  by  extension  of  city  limits. 

Chap.  56,  Mar.  14,  1907. 

356.  Vermont:  Providing  for  the  union  of  town  and  incorporated  school  dis- 

tricts. 

No.  58,  Dec.  12,  1906. 


357.  Vermont:  Extending  the  laws  relating  to  the  maintenance  of  schools  in 

towns  to  school  districts  in  unorganized  towns  and  gores  and  to  incor- 
porated school  districts.  Repealing  sec.  1,  act  No.  2,  Acts,  1898  ( secs.  656,  - 
826,  828,  829,  851,  Statutes,  1904). 

Act  No.  60,  Dec.  18,  1906.  (Apr.  1,  1907.) 

358.  Virginia:  Providing  for  the  organization  and  government  of  incorporated 

communities  which  have  no  corporation  courts,  contain  less  than  10,000 
inhabitants,  and  are  hereafter  declared  to  be  cities  of  the  second  class. 

Constituting  such  second-class  cities  as  separate  school  districts,  pro- 
viding for  one  superintendent  of  schools  for  city  and  county.  Manner  of 
levying  taxes. 

Sec.  15,  chap.  2,  Jan.  23,  1908. 


359.  Virginia:  Amending  and  reenacting  subsec.  2,  chap.  240,  acts,  1906,  as 

amending  sec.  1470,  Code,  1904,  relative  to  the  division  of  school  districts 
and  subdistricts,  etc. 

Striking  out  clauses  providing  for  approval  by  state  superintendent. 

Chap.  42,  Feb.  15,  1908. 

360.  Washington:  Amending  sec.  75  (Code  of  Public  Instruction),  relative  to 

school  districts  of  cities  of  10,000  or  more  inhabitants. 

Providing  for  annexation  of  adjacent  or  contiguous  territory.  Pro- 
cedure. 

Sec.  17,  chap.  240,  Mar.  18,  1907. 

361.  West  Virginia:  Enlarging  the  boundaries  of  the  independent  school  dis- 

trict of  the  city  of  Charleston. 

Providing  for  special  election. 

Chap.  17,  Feb.  22,  1907. 


STATE  FINANCE  AND  SUPPORT. 


73 


B.  STATE  FINANCE  AND  SUPPORT. 


(a)  General. 

The  comparatively  large  number  of  enactments  relating  to  finance 
and  support  exhibits  clearly  the  continued  and  increasing  importance 
of  the  financial  aspects  of  public  education.  Of  the  fiscal  legislation 
of  a general  character,  that  pertaining  to  the  use  of  the  “ Forest 
Reserve  Fund”  is  most  prominent.  California  (362),  Idaho  (364), 
Montana  (366),  Nebraska  (367),  Nevada  (369),  Oregon  (374),  Penn- 
sylvania (375),  Utah  (378),  Washington  (380),  and  Wyoming  (382) 
provide  that  a certain  proportion  of  this  fund  shall  go  into  the 
public-school  fund. 

The  two  decisions,  Kentucky  (D  365)  and  Texas  (D  377),  upon 
the  question  of  sectarian  instruction,  and  the  consequent  right  of 
schools  to  participate  in  the  distribution  of  public-school  funds,  are 
noteworthy  additions  to  the  decisions  already  rendered  in  a number 
of  States  upon  this  point. 

362.  California:  Creating  the  “United  States  Forest  Reserve  Fund”  and  regu- 
lating the  manner  of  apportionment. 

Fund  to  be  composed  of  10  per  cent  of  moneys  received  from  forest 
reserves  in  pursuance  of  act  of  Congress  June  30,  1906.  Fifty  per  cent 
of  the  apportionment  received  by  any  county  to  be  placed  to  the  credit 
of  the  unapportioned  county  school  fund. 

Chap.  277,  Mar.  18,  1907. 

D 363.  Florida  (1905)  : The  legislature  has  the  power  to  prescribe  what  college 
or  colleges  shall  be  the  recipient  or  recipients  of  the  interest  on  the  fund 
derived  from  the  sale  of  lands  donated  by  act  of  Congress  July  2,  1862, 
chap.  130,  12  Stat.,  503,  for  the  maintenance  of  one  college  at  least  for 
instruction  in  agricultural  and  mechanic  arts. — State  v.  Bryan,  39  So., 
929. 


364.  Idaho:  Providing  for  the  disposition  of  the  forest  reserve  funds  received 
and  that  may  be  received  from  the  United  States,  for  the  benefit  of  the 
public  schools,  and  public  roads  of  the  counties  in  which  forest  reserves 
are  situated. 

State  treasurer  to  apportion  the  distributive  share  of  such  funds 
among  the  several  counties  in  which  such  reserves  are  situated  in  pro- 
portion to  the  area  of  such  reserve  in  such  county.  Twenty-five  per  cent 
thereof  to  be  paid  to  the  general  school  fund  of  the  county  for  use  in 
the  construction,  support,  and  maintenance  of  public-school  houses  and 
schools. 

S.  B.  No.  33,  p.  162,  Mar.  5,  1907. 

D 365.  Kentucky  (1905)  : A prayer  offered  at  the  opening  of  a public  school,  im- 
ploring the  aid  and  presence  of  the  heavenly  Father  during  the  day’s 
work,  asking  for  wisdom,  patience,  mutual  love,  and  respect,  looking 
forward  to  a heavenly  reunion  after  death,  and  concluding  in  Christ’s 
name,  is  not  sectarian,  and  does  not  make  the  school  a “ sectarian 
school,”  within  const.,  sec.  189,  prohibiting  the  appropriation  of  educa- 
tional funds  in  aid  of  sectarian  schools. — Hackett  v.  Brooksville  Graded 
School  Dist.,  87  S.  W.,  702 ; 27  Ky.  Law  Rep.,  1021 ; 69  L.  R.  A.,  592. 


74 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


36G.  Montana:  Providing  for  the  distribution  among  the  various  counties  en- 
titled thereto  of  the  money  derived  from  forest  reserves  under  act  of 
Congress,  June  30,  1906. 

One-half  of  amount  to  go  to  general  school  fund. 

Chap.  127,  Mar.  6,  1907. 

367.  Nebraska:  Providing  for  the  distribution  of  the  United  States  forest 
reserve  fund  established  under  act  of  Congress,  June  30,  1906. 

Four-fifths  of  fund  to  go  to  public  schools.  Prescribing  method  of 
distribution  and  apportionment. 

Chap.  143,  Mar.  29,  1907. 

D 368.  Nebraska  (1908)  ; Under  unconstitutional  acts  of  the  legislature,  the 
county  board  levied  taxes  ostensibly  for  the  high-school  district,  which 
the  taxpayers  voluntarily  paid.  Held,  that  the  taxes  may  be  distributed 
to  the  high-school  district  of  the  county  under  the  provisions  of  subse- 
quent legislation. — School  Dist.  No.  30,  Cuming  County  v.  Cuming  County, 
116  N.  W.,  522. 

369.  Nevada:  Providing  that  10  per  cent  of  proceeds  of  fees  which  issue  to  the 

counties  from  national  forest  reserves  be  paid  into  the  county-school 
fund  of  the  county. 

Chap.  191,  Mar.  29,  1907. 

370.  New  Jersey:  Amending  sec.  1,  chap.  277,  Laws,  1907,  as  amending  chap. 

235,  Laws,  1898  (Revision,  1898),  relative  to  punishment  of  crimes. 

No  contract  by  any  State  institution  or  department  exceeding  $1,000 
(formerly  $500)  without  due  advertisement  and  bond,  except  by  state- 
house  commission. 

Chap.  23,  Mar.  25,  1908. 

371.  North  Dakota:  Amending  secs.  926,  928,  and  935,  Revised  Codes,  1905, 

relative  to  deposits  of  school  funds  and  the  interest  thereon. 

Chap.  103,  Mar.  13,  1907. 

372.  Oklahoma:  Conferring  jurisdiction  on  the  supreme  court  to  hear  and 

determine  actions  brought  to  equitably  divide  and  apportion  the  property, 
assets,  and  liabilities  between  certain  counties  in  the  State  of  Oklahoma, 
fixing  basis  of  such  divisions  and  apportionment,  and  providing  a penalty 
for  unlawfully  withholding  money  belonging  to  counties,  school  districts, 
municipal  townships,  cities,  and  towns,  and  declaring  an  emergency. 

Chap.  26,  S.  B.  169,  p.  280,  Apr.  10,  1908. 

373.  Oklahoma:  Providing  for  and  regulating  proceedings  in  cases  of  escheats 

of  property  as  enjoined  by  art.  22,  Constitution. 

Proceeds  of  such  escheated  property  to  go  to  public-school  fund  of 
county  in  which  situated.  Prescribing  procedure. 

Chap.  32,  H.  B.  613,  p.  387,  May  27,  1908. 

374.  Oregon:  Providing  for  disposal  of  10  per  centum  received  from  the  United 

States  Government  for  forest  reserve  rentals. 

Money  to  be  divided  equally  between  school  and  road  funds. 

Chap.  160,  Feb.  25,  1907. 

375.  Pennsylvania:  Appropriating  $80,000  for  payment  of  annual  fixed  charge 

for  school  and  land  purposes  on  land  held  for  forest  reserves. 

According  to  No.  81,  acts,  1905.  ( See  enactment  186,  Bureau  of  Educa- 

tion Bulletin,  No.  3,  1906,  p.  41.) 

376.  South  Carolina:  Authorizing  state  treasurer  to  receive  from  the  United 

States  Government  a certain  fund  and  to  hold  the  same  subject  to  the 
uses  declared  by  an  act  of  Congress. 

Act  No.  345,  p.  760,  Feb.  20,  1907. 


STATE  FINANCE  AND  SUPPORT. 


75 


D 377.  Texas  (1008)  The  holding  of  certain  exercises  in  the  public  schools. 
Held,  not  to  violate  constitution,  art.  1,  sec.  7,  and  art.  7,  sec.  5,  prohibit- 
ing the  drawing  from  the  treasury  of  money  for  the  benefit  of  sects,  re- 
ligious societies,  etc. — Church  v.  Bullock,  109  S.  W.,  115. 

It  is  the  purpose  of  the  constitution  to  forbid  the  use  of  public  funds 
for  the  support  of  any  particular  denomination  of  religious  people, 
whether  they  be  Christians  or  of  other  religions. — Ibid. 

378.  Utah:  Creating  “the  county  road  and  school  fund  from  forest  reserve,” 
and  providing  for  the  apportionment  and  distribution  thereof. 

One-half  of  apportionment  to  be  devoted  to  school  districts. 

Chap.  145,  Mar.  25,  1907. 

D 379.  Virginia  (1907)  : Acts  1869-70,  p.  165,  chap.  122,  sec.  10,  relating  to 
taxation  of  the  Hampton  Normal  and  Agricultural  Institute,  held  only 
to  protect  such  institution  against  higher  or  different  taxes  than  are 
levied  against  other  educational  institutions  within  the  State. — Common- 
wealth v.  Trustees  of  Hampton  Normal  and  Agricultural  Institute,  56 
S.  E.,  594. 

Land,  houses,  etc.,  belonging  to  an  educational  institution,  rented  out 
to  third  persons  for  profit,  held  not  used  exclusively  for  educational  pur- 
poses, within  constitution,  1869,  art.  10,  sec.  3,  exempting  such  property 
from  taxation. — Commonwealth  v.  Trustees  of  Hampton  Normal  and  Agri- 
cultural Institute. — Ibid. 

380.  Washington:  Providing  for  distribution  and  expenditure  of  moneys  re- 
ceived from  forest  reserves. 

To  be  expended  for  public  schools  and  roads. 

Chap.  185,  Mar.  15,  1907. 

D 381.  Wisconsin  (1908)  : Laws,  1901,  p.  234,  chap.  188,  as  amended  by  Laws, 
1903,  p.  525,  chap.  329,  requires  a free  high  school  board,  if  facilities  war- 
rant, to  permit  persons  of  school  age  residing  in  any  town  or  incorpo- 
rated village  not  within  a free-high  school  district  to  attend  such  high 
school;  and  Laws,  1903,  p.  525,  chap.  329,  sec.  2,  authorizes  the  board  to 
charge  a tuition  fee  against  the  city,  town,  or  village  from  which  the 
person  has  been  admitted,  showing  the  amount  of  tuition  which  the  “ dis- 
trict ” is  entitled  to  recover,  which  amount  is  to  be  entered  on  the  tax 
roll  against  the  part  of  the  town  or  city  not  within  the  high  school  dis- 
trict from  which  the  tuition  is  due.  Held,  that  such  tuition  is  payable  to 
the  high  school  district  in  which  instruction  is  afforded,  and  not  to  the 
city  containing  such  district,  so  that  an  action  to  recover  the  same  must 
be  brought  by  the  district,  which  is  a quasi  corporation,  and  not  by  the 
city. — City  of  Columbus  v.  Town  of  Fountain  Prairie,  115  N.  W.,  111. 

382.  Wyoming:  Regulating  distribution  of  funds  received  out  of  United  States 
forest  reserve  fund. 

Apportioning  fund  to  counties  in  proportion  to  reserve  acreage  con- 
tained, one-half  to  school  districts  and  one-half  for  betterment  of  public 
roads. 

Chap.  7,  Feb.  9,  1907. 


(b)  State  School  Lands. 

The  legislation  relative  to  state  school  lands  is  characterized  by- 
providing  for  additional  safeguards  of  this  endowment  of  public 
education  so  as  to  prevent  as  far  as  possible  the  dissipation  of  these 
lands  through  the  various  forms  of  unwise  disposal.  North  Dakota 
(397)  proposed  a constitutional  amendment  relative  to  the  sale  of 
school  lands;  Oregon  (403),  South  Dakota  (405-^08),  and  Washing- 
ton (414-417)  enacted  protective  measures. 

° See  “ Recent  decisions,”  at  the  close  of  this  bulletin,  for  complete  text  of  decision. 


76 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


The  constitutional  provisions  in  Oklahoma  (400),  and  the  several 
enactments  with  reference  to  the  care  of  the  school  lands  of  that 
State,  have  a considerable  contemporary  interest.  In  lieu  of  sections 
16  and  36,  and  other  lands  in  Indian  Territory,  Congress  appropri- 
ated to  Oklahoma  (432)  $5,000,000,  which  sum  is  diverted  to  the  use 
and  benefit  of  the  public  schools  of  the  State. 

383.  Iowa:  Repealing  secs.  2808  and  2855,  Code  Supplement,  1902,  and  secs. 

2809  and  2850,  Code,  1897,  and  reenacting  substitutes  with  amendments, 
relative  to  the  permanent  school  fund. 

Sundry  amendments  concerning  procedure  in  the  sale  and  resale  of 
school  lands;  reports  by  county  officials;  apportionment  of  interests  and 
rents;  compensation  of  county  auditor. 

Chap.  151,  Apr.  10,  1907. 

384.  Kansas:  Relative  to  forfeiture  of  right  and  interest  of  certain  purchasers 

in  and  to  school  lands,  prescribing  manner  in  which  such  forfeiture 
may  be  shown,  and  limiting  time  within  which  actions  may  be  brought 
by  such  purchasers  to  recover  such  lands,  or  for  the  determination  of 
their  interest  therein. 

Chap.  373,  Jan.  24,  1907. 

385.  Kansas : Providing  for  the  sale  of  islands  in  navigable  streams  for  benefit 

of  permanent  school  fund. 

Chap.  378,  Mar.  7,  1907. 

386.  Louisiana:  Amending  and  reenacting  sec.  2962,  Revised  Statutes  (1904), 

relative  to  leasing  of  school  lands. 

Providing  for  election  to  determine  upon  sale  of  timber  or  lease  of 
mineral  rights.  Procedure. 

' Act  No.  129,  July  2,  1908. 

387.  Louisiana:  Memorializing  Congress  for  a bill  granting  to  the  State  the 

public  lands  of  the  United  States  situated  in  the  State,  the  proceeds  of 
the  sale  thereof  to  be  used  in  the  support  of  the  common  schools. 

Act  No.  272,  July  9,  1908. 

388.  Montana:  Relating  to  selection  of  indemnity  school  lands  and  lands 

granted  to  all  state  institutions  of  learning  and  for  public  buildings  in 
Montana! 

No  further  selections  to  be  made  in  counties  in  which  State  has  already 
selected  100,000  acres  or  more. 

Chap.  50,  Feb.  27,  1907. 

389.  Nebraska:  Amending  sec.  9865,  Cobbey’s  Annotated  Statutes,  1903,  relative 

to  certificates  of  purchase  of  lands  heretofore  sold,  and  repealing  sec. 
9870b,  Cobbey’s  Annotated  Statutes,  Supplement,  1905. 

Fixing  rate  of  interest  on  sale  contracts  heretofore  issued;  providing 
for  the  issuance  of  sale  contracts  for  lands  hereafter  sold,  and  fixing 
rate  of  interest  on  same,  and  providing  for  interest  on  interest  and  rental 
after  due. 

Chap.  133,  Apr.  5,  1907. 

390.  Nebraska:  Repealing,  and  reenacting  with  amendments,  sec.  9870,  Cob- 

bey’s Annotated  Statutes,  Supplement,  1905,  relative  to  the  sale  of  edu- 
cational lands,  and  repealing  secs.  9870a,  9870b,  9870c,  Cobbey’s  Annotated 
Statutes,  Supplement,  1905  (chap.  144,  Laws,  1905). 

Sundry  amendments  relative  to  whom  sales  of  educational  lands  may 
be  made 


Chap.  134,  Apr.  9,  1907. 


STATE  FINANCE  AND  SUPPORT. 


77 


391.  Nebraska:  Repealing,  and  reenacting  with  amendments,  sec.  9872,  Cobbey’s 

Annotated  Statutes,  1903,  relative  to  taxation  of  certain  public  lands. 

Providing  for  taxation  of  educational  and  saline  lands  held  on  sale 
contract. 

Chap.  135,  Apr.  4,  1907. 

392.  New  Mexico:  Refunding  to  territorial  institutions  moneys  used  for  ex- 

penses in  selection  and  location  of  public  lands,  and  providing  for  pay- 
ment of  future  expenses  in  the  selection  and  location  of  public  lands. 

Concerns,  among  others,  Blind  Asylum,  Military  Institute,  normal 
schools,  School  of  Mines,  Deaf  and  Dumb  Asylum,  Agricultural  College, 
university  and.  common  school  income  fund. 

Chap.  79,  Mar.  21,  1907. 

393.  New  Mexico:  Providing  for  the  leasing,  sale,  management,  and  control  of 

all  lands  now  owned  or  hereafter  acquired  by  the  Territory;  creating  a 
territorial  land  office,  a commissioner  thereof,  and  prescribing  the  duties 
of  such  officer;  providing  for  the  care,  custody,  disposition,  and  invest- 
ment of  moneys  derived  from  all  territorial  lands  by  leasing,  sale,  or 
otherwise.  Repealing  chap.  74,  Laws,  1899 ; chap.  69,  Laws,  1901 ; chaps. 
78  and  81,  Laws,  1903,  and  chaps.  90  and  111,  Laws,  1905. 

Relating  to  the  disposition  of  revenues  derived  from  land  sections 
16  and  36,  the  crediting  of  the  same  to  the  common  school  fund,  and  the 
apportionment  and  distribution  to  the  several  counties. 

Secs.  31,  32,  and  39,  chap.  104,  Mar.  21,  1907. 


394.  North  Dakota:  Authorizing  holders  of  state  or  school  land  contracts  for 

lands  over  which  railroads  have  been  or  may  be  located  and  established 
subsequent  to  the  issuance  of  such  contracts,  to  surrender  such  contracts 
and  obtain  new  contracts  for  the  land  less  the  rights  of  way  required 
for  such  railroad,  and  providing  for  the  payment  to  the  State  of  the 
balance  of  the  purchase  price  of  the  land  required  for  such  rights  of 
way  and  the  issuance  of  deeds  therefor. 

Chap.  225,  Mar.  19,  1907. 

395.  North  Dakota:  Amending  sec.  183,  Revised  Codes,  1905,  relative  to  the 

surrender  of  state  or  school  land  contracts  and  the  division  of  the  land 
covered  thereby,  and  the  issuance  of  new  contracts  for  such  subdivisions. 

Chap.  226,  Mar.  19,  1907. 


396.  North  Dakota:  Amending  sec.  182,  Revised  Codes,  1905,  relative  to  assignee 
of  purchasers  of  school  lands. 


Chap.  227,  Mar.  8,  1907. 


397.  North  Dakota:  Agreeing  to  amendment,  proposed  by  legislature  of  1905, 

to  sec.  158  of  the  constitution  relative  to  the  sale  of  state  lands. 

Modifying  conditions  for  nullification  of  contracts  for  sale  for  non- 
payment of  taxes.  (Vote  Nov.,  1908.)  > 

Con.'  Res.,  p.  457,  Mar.  23,  1907. 

398.  Ohio:  Supplementing  sec.  1418,  Revised  Statutes,  by  adding  sec.  1418a, 

legalizing  defects  in  proceedings  for  the  sale  of  all  lands  in  sec.  16,  and  of 
all  lands  in  any  other  section  in  lieu  thereof,  granted  for  school  purposes, 
in  all  townships  within  the  State. 

S.  B.  472,  p.  359,  May  9,  1908. 


399.  Oklahoma:  See  enactment  No.  432. 


78 


STATE  SCHOOL  SYSTEMS  : LEGISLATION,  ETC.,  1906-8. 


400.  Oklahoma:  Constitutional  provisions  concerning  state  and  school  lands 
(adopted  Sept.  17,  1907). 

Article  XI. 

STATE  AND  SCHOOL  LANDS. 

“ Section  1.  The  State  hereby  accepts  all  grants  of  land  and  donations 
of  money  made  by  the  United  States  under  the  provisions  of  the  enabling 
act,  and  any  other  acts  of  Congress,  for  the  uses  and  purposes  and  upon 
the  conditions,  and  under  the  limitations  for  which  the  same  are  granted 
or  donated ; and  the  faith  of  the  State  is  hereby  pledged  to  preserve  such 
lands  and  moneys  and  all  moneys  derived  from  the  sale  of  any  of  said 
lands  as  a sacred  trust,  and  to  keep  the  same  for  the  uses  and  purposes 
for  which  they  were  granted  or  donated. 

“ Sec.  2.  All  proceeds  of  the  sale  of  public  lands  that  have  heretofore 
been  or  may  be  hereafter  given  by  the  United  States  for  the  use  and 
benefit  of  the  common  schools  of  this  State,  all  such  per  centum  as  may 
be  granted  by  the  United  States  on  the  sales  of  public  lands,  the  sum  of 
five  million  dollars  appropriated  to  the  State  for  the  use  and  benefit 
of  the  common  schools  in  lieu  of  sections  sixteen  and  thirty-six,  and  other 
lands  of  the  Indian  Territory,  the  proceeds  of  all  property  that  shall 
fall  to  the  State  by  escheat,  the  proceeds  of  all  gifts  or  donations  to  the 
State  for  common  schools  not  otherwise  appropriated  by  the  terms  of  the 
gifts,  and  such  other  appropriations,  gifts,  or  donations  as  shall  be  made 
by  the  legislature  for  the  benefit  of  the  common  schools,  shall  constitute 
the  permanent  school  fund,  the  income  from  which  shall  be  used  for  the 
maintenance  of  the  common  schools  in  the  State.  The  principal  shall  be 
deemed  a trust  fund  held  by  the  State,  and  shall  forever  remain  inviolate. 
It  may  be  increased,  but  shall  never  be  diminished.  The  State  shall  reim- 
burse said  permanent  school  fund  for  all  losses  thereof  which  may  in  any 
manner  occur,  and  no  portion  of  said  fund  shall  be  diverted  for  any  other 
use  or  purpose. 

“ Sec.  3.  The  interest  and  income  of  the  permanent  school  fund,  the 
net  income  from  the  leasing  of  public  lands  which  have  been  or  may  be 
granted  by  the  United  States  to  the  State  for  the  use  and  benefit  of  the 
common  schools,  together  with  any  revenues  derived  from  taxes  author- 
• ized  to  be  levied  for  such  purposes,  and  any  other  sums  which  may  be 
added  thereto  by  law,  shall  be  used  and  applied  each  year  for  the  benefit 
of  the  common  schools  of  the  State,  and  shall  be,  for  this  purpose,  appor- 
tioned among  and  between  all  the  several  common  school  districts  of  the 
State  in  proportion  to  the  school  population  of  the  several  districts,  and 
no  part  of  the  fund  shall  ever  be  diverted  from  this  purpose,  or  used  for 
any  other  purpose  than  the  support  and  maintenance  of  common  schools 
for  the  equal  benefit  of  all  the  people  of  the  State. 

“ Sec.  4.  All  public  lands  set  apart  to  the  State  by  Congress  for  chari- 
table, penal,  educational,  and  public  building  purposes,  and  all  lands  taken 
in  lieu  thereof,  may  be  sold  by  the  State,  under  such  rules  and  regulations 
as  the  legislature  may  prescribe,  in  conformity  with  the  regulations  of 
the  enabling  act. 

“ Sec.  5.  Section  thirteen  in  every  portion  of  the  State,  which  has  been 
granted  to  the  State,  shall  be  preserved  for  the  use  and  benefit  of  the 
University  of  Oklahoma  and  the  University  Preparatory  School,  one- 
third;  of  the  normal  schools  now  established,  or  hereafter  to  be  estab- 
lished, one-third ; and  of  the  Agricultural  and  Mechanical  College  and 
Colored  Agricultural  and  Normal  University,  one-third.  The  said  lands 
or  the  proceeds  thereof  as  above  apportioned  to  be  divided  between  the 
institutions  as  the  legislature  may  prescribe:  Provided,  That  the  said 
lands  so  reserved,  or  the  proceeds  of  the  sale  thereof,  or  of  any  indemnity 
lands  granted  in  lieu  of  section  thirteen  shall  be  safely  kept  or  invested 
and  preserved  by  the  State  as  a trust,  which  shall  never  be  diminished, 
but  may  be  added  to,  and  the  income  thereof,  interest,  rentals,  or  other- 
wise, only  shall  be  used  exclusively  for  the  benefit  of  said  educational 
institutions.  Such  educational  institutions  shall  remain  under  the  ex- 
clusive control  of  the  State  and  no  part  of  the  proceeds  arising  from  the 
sale  or  disposal  of  any  lands  granted  for  educational  purposes,  or  the  in- 
come or  rentals  thereof,  shall  be  used  for  the  support  of  any  religious  or 
sectarian  school,  college,  or  university,  and  no  portion  of  the  funds  arising 


STATE  FINANCE  AND  SUPPORT. 


79 


from  tlie  sale  of  sections  thirteen  or  any  indemnity  lands  selected  in  lieu 
thereof,  either  principal  or  interest,  shall  ever  be  diverted,  either  tem- 
porarily or  permanently,  from  the  purpose  for  which  said  lands  were 
granted  to  the  State. 

“ Sec.  6.  The  permanent  common  school  and  other  educational  funds 
shall  be  invested  in  first  mortgages  upon  good  and  improved  farm  lands 
within  the  State  (and  in  no  case  shall  more  than  fifty  per  centum  of  the 
reasonable  valuation  of  the  lands  without  improvements  be  loaned  on  any 
tract),  Oklahoma  state  bonds,  county  bonds  of  the  counties  of  Oklahoma, 
school  district  bonds  of  the  school  districts  of  Oklahoma,  United  States 
bonds ; preference  to  be  given  to  the  securities  in  the  order  named. 

“ The  legislature  shall  provide  the  manner  of  selecting  the  securities 
aforesaid,  prescribe  the  rules,  regulations,  restrictions,  and  conditions 
upon  which  the  funds  aforesaid  shall  be  loaned  or  invested,  and  do  all 
things  necessary  for  the  safety  of  the  funds  and  permanency  of  the 
investment.” 

401.  Oklahoma:  Providing  for  appraisement  of  lands  granted  to  the  State  for 

educational  and  other  public  building  purposes;  authorizing  the  commis- 
sioners of  the  land  office  to  procure  geographical  and  statistical  informa- 
tion concerning  the  same ; providing  for  renewal  of  certain  leases  thereon 
pending  such  appraisement,  and  authorizing  the  commissioners  of  the 
land  office  to  make  leases  thereafter. 

Chap.  49,  H.  B.  414,  p.  484,  Apr.  8,  1908. 

402.  Oklahoma:  Authorizing  commissioners  of  the  land  office  to  lease  public 

lands  for  oil  and  gas  purposes. 

Income  from  school  lands  leased  to  go  to  proper  school  fund. 

Chap.  49,  S.  B.  338,  p.  490,  May  26,  1908. 

403.  Oregon:  Repealing  chaps.  2 and  3,  tit.  32,  Bellinger  and  Cotton’s  Anno- 

tated Codes  and  Statutes,  1901,  relative  to  public  lands,  and  repealing 
S.  B.  No.  154,  p.  308,  Laws,  1903,  relative  to  the  selection  of  indemnity 
school  land,  and  repealing  S.  B.  No.  80,  Laws,  1905,  relative  to  land 
clerk’s  salary,  and  repealing  H.  B.  No.  46,  p.  21,  Laws,  1903,  relative  to 
investment  of  the  surplus  of  the  irreducible  school  fund,  etc.,  and  enact- 
ing substitutes. 

Providing  for  the  acquisition,  classification,  management,  control,  leas- 
ing, sale,  and  disposition  by  the  State  of  all  lands  inuring  to  the  State 
from  any  and  all  sources,  and  for  the  management  and  investment  of 
moneys  arising  therefrom,  constituting  all  necessary  officers  therefor, 
specifying  their  duties  and  salaries,  giving  them  full  powers  for  the  per- 
formance thereof,  protecting  said  lands  from  trespass  and  injury,  and 
providing  penalties. 

Chap.  117,  Feb.  23,  1907. 

D 404.  Oregon  (1907)  : Constitution,  art.  8,  sec.  5,  provides  that  the  governor, 
secretary  of  state,  and  state  treasurer  shall  constitute  a board  of  com- 
missioners for  the  sale  of  school  and  university  lands  and  for  the  invest- 
ment of  the  funds  arising  therefrom,  and  their  powers  and  duties  shall 
be  such  as  may  be  prescribed  by  law.  Held,  that  such  board  was  the 
state’s  instrument  for  the  sale  and  disposition  of  state  school  lands,  and 
its  decisions  with  reference  to  who  should  be  entitled  to  a patent  prior  to 
the  issuance  thereof  were  not  subject  to  review  by  the  courts. — De  Laittre 
v.  Board  of  Com’rs,  149  F.  800. 

405.  South  Dakota:  Amending  sec.  393,  art.  1,  chap.  6,  Revised  Political  Code, 
1903,  relating  to  fees  derived  from  the  lease  and  sale  of  school  and  pub- 
lic lands. 


Chap.  225,  Mar.  6,  1907. 


80 


STATE  SCHOOL  SYSTEMS*.  LEGISLATION,  ETC.,  1906-8. 


406.  South  Dakota:  Providing  for  the  classification  and  sale  of  indemnity, 

common  school,  and  endowment  lands. 

Providing  for  classification  into  agricultural,  timber,  and  grazing  lands, 
and  for  the  annual  sale,,  beginning  with  the  year  1908,  of  50,000  acres 
until  one-fourth  of  such  lands  is  sold. 

Chap.  226,  Mar.  6,  1907. 

407.  South  Dakota:  Promoting  the  sinking  of  artesian  wells  upon  school  and 

public  lands. 

Chap.  227,  Mar.  7,  1907. 

408.  South  Dakota:  Amending  sec.  385,  Revised  Political  Code,  1903,  as 

amended  by  chap.  145,  Laws,  1905,  relative  to  patents  to  state  lands. 

Chap.  228,  Feb.  8,  1907. 

409.  Texas:  Validating  certain  sales  of  school  lands. 

Chap.  18,  Mar.  14,  1907. 

410.  Texas : . Authorizing  the  commissioner  of  the  general  land  office,  with  the 

consent  and  approval  of  the  governor  and  attorney-general,  to  sell  the 
guayule,  lechuguilla,  and  other  vegetation  on  school  land,  and  to  enter 
into  contracts  for  the  purpose  of  determining  the  commercial  value  of 
substances  found  upon  public  free  school  land. 

Chap.  135,  Apr.  18,  1907. 

411.  Texas:  Providing  for  the  survey  of  mineral  bearing  school  lands. 

Chap.  147,  Apr.  19,  1907. 

D 412.  Texas  (1908)  : The  policy  of  the  State  in  the  disposition  of  its  school 
lands  is  to  sell  only  to  those  who  will  actually  settle  on  them  and  occupy 
them  as  homes. — Bourn  v.  Robinson,  107  S.  W.,  873. 

413.  Utah:  Appropriating  $5,000  to  the  state  board  of  land  commissioners  for 

the  employment  of  counsel  and  costs  and  expenses  of  witnesses  in  the 
prosecution  or  defense  of  suits,  action,  or  proceedings,  wherein  the  title  or 
right  of  the  State  to  school  lands  is  brought  into  question. 

Chap.  11,  Feb.  28,  1907. 

414.  Washington:  Amending  sec.  25,  chap.  66,  Laws,  1901,  as  amended  by  sec.  1, 

chap.  127,  Laws,  1905,  relating  to  assessments  of  state,  school,  granted, 
and  other  lands  for  drainage  purposes. 

Chap.  91,  Mar.  9,  1907. 

415.  Washington:  Relative  to  the  board  of  state  land  comissioners. 

Providing  for  an  investigation  and  report  to  the  legislature  upon  the 
management  of  and  laws  concerning  public  lands. 

Chap.  114,  Mar.  11,  1907. 

416.  Washington:  Amending  sec.  14,  chap.  89,  Laws,  1897,  relative  to  the  sale 
or  lease  of  state  lands. 

Chap.  152,  Mar.  13,  1907. 

417.  Washington:  Amending  sundry  sections  of  Annotated  Codes  and  Statutes 

relating  to  the  selection,  survey,  management,  reclamation,  lease,  and 
disposition  of  state  lands. 

Chap.  256,  Mar.  20,  1907. 


(c)  Permanent  State  School  Funds:  Composition  and  Investment. 

The  most  important  item  of  legislation  under  this  heading  is  that 
of  Vermont  (435),  providing  for  the  management,  investment,  and 
distribution  of  the  permanent  school  fund  created  in  1904.  This 


STATE  FINANCE  AND  SUPPORT. 


81 


legislation  was  the  direct  result  of  the  plan  formulated  by  the  special 
commission  appointed  in  1904.  It  is  thought  to  be  of  sufficient  gen- 
eral interest  to  warrant  the  presentation  of  the  measure  in  full.  The 
use  of  the  federal  payment  of  $5,000,000  to  the  State  of  Oklahoma 
(432)  for  the  benefit  of  the  common  schools  of  that  State  has 
already  been  noted.  Nebraska  (425)  and  North  Dakota  (430)  each 
proposed  amendments  to  their  constitutions  relative  to  the  extension 
of  the  investment  of  educational  funds. 

417a.  California:  Providing  for  the  loan  from  the  school-land  fund  to  the 
State  of  $250,000,  and  providing  for  the  transfer,  repayment  with  inter- 
est, etc. 

Exempting  money  so  loaned  and  transferred  from  the  provisions  of 
sec.  680,  Political  Code,  1906,  relative  to  the  conversion  of  school  funds 
into  bonds. 

Chap.  409,  Mar.  20,  1907. 

418.  Delaware:  Authorizing  and  directing  the  state  treasurer  to  transfer  the 

sum  of  $5,900  from  the  general  fund  to  the  school  fund. 

Made  in  order  to  observe  provision  of  sec.  4,  art.  X,  of  state  consti- 
tution, concerning  the  inviolability  of  the  school  fund. 

Jt.  Res.,  Chap.  263,  Jan.  17,  1907. 

419.  Indiana:  Directing  the  distribution  of  certain  special  funds,  as  a part  of 

the  common  school  fund,  and  providing  for  the  adjudication  of  “un- 
claimed estates  ” funds  for  payment  into  common  school  fund. 

Special  funds  known  as  “ common  school  fund  balance,  ” “ old  sinking 
fund,  ” “ surplus  revenue  fund,  ” “ excess  bid  sinking  fund,  ” “ sales  com- 
mon sohools  lands,”  and  “ sales  swamp  land,”  total,  $99,628.95,  to  become 
part  of  common  school  fund.  Also  unclaimed  estates  funds  remaining  in 
state  treasury  for  five  years. 

Chap.  43,  Feb.  25,  1907. 

420.  Indiana:  Concerning  the  publishing  for  loan  of  the  common  school  fund. 

Providing  for  quarterly  advertisement  by  county  auditor  of  amount 
subject  to  loan;  maximum  publication  fee  of  $1.50.  Loan  funds  of  $1,000 
to  be  posted  in  auditor’s  office.  Special  provision  for  publication  in  cities. 
Penalty  for  noncompliance  by  auditor. 

Chap.  50,  Feb.  25,  1907. 

421.  Kansas:  Repealing,  and  reenacting  with  amendments,  chap.  473,  Laws, 

1905,  relative  to  the  exchange  of  bonds  held  by  the  permanent  school  fund. 

Chap.  377,  Mar.  9,  1907. 

422.  Massachusetts:  Repealing,  and  reenacting  with  amendments,  chap.  109, 

acts,  1903,  relative  to  the  technical  education  fund,  United  States  grant. 

Chap.  121,  Feb.  16,  1907. 

423.  Minnesota:  Amending  sec.  2435,  Revised  Laws,  1905,  relative  to  the  board 

of  investment  of  permanent  school  and  university  funds. 

Sundry  amendments  regarding  investment  and  interest. 

Chap.  348,  Apr.  23,  1907. 

424.  Minnesota:  Relating  to  the  swamp-land  fund  of  the  State  of  Minnesota. 

Providing  for  the  transfer  of  certain  funds  arising  from  the  sale  of 
swamp  lands  to  the  “ swamp-land  fund.”  Allotting  one-half  of  the  annual 
interest  therefrom  to  the  “ general  school  fund  ” and  one-half  to  the 
“ revenue  fund.”  “ Revenue  fund  ” to  go  to  the  several  educational  and 
charitable  institutions. 


Chap.  385,  Apr.  24,  1907. 


82 


STATE  SCHOOL  SYSTEMS  I LEGISLATION,  ETC.,  1906-8. 


425.  Nebraska:  Proposing  an  amendment  to  sec.  9,  art.  8,  constitution,  1875, 

relative  to  the  investment  of  educational  funds. 

Extending  power  of  investment  so  as  to  include  registered  school  dis- 
trict bonds  of  the  State  and  such  other  securities  as  the  legislature  may 
from  time  to  time  direct.  (Adopted,  November,  1908.) 

Jt.  lies.,  Chap.  201,  Mar.  5,  1907. 

426.  New  Mexico:  Relative  to  the  sale  of  intoxicating  liquors  on  trains. 

Funds  derived  from  licenses  and  fines  to  be  paid  into  territorial  school 
fund. 

Sec.  5,  chap.  8,  Mar.  6,  1907. 

427.  North  Dakota:  Amending  sec.  105,  Revised  Codes,  1905,  providing  for  the 

appointment  of  a deputy  commissioner  of  university  and  school  lands. 
Substituting  deputy  for  chief  clerk. 

Chap.  163,  Mar.  13,  1907. 

428.  North  Dakota:  Amending  sec.  155,  chap.  4,  Revised  Codes,  1905,  and 

amendatory  acts,  relative  to  investment  of  permanent  school  funds  by 
the  board  of  university  and  school  lands  (see  chap.  228). 

Extending  power  of  investment  so  as  to  include  bonds  of  counties  and 
townships  within  State.  Providing  for  compensation  of  members  of 
board.  Sundry  amendments  concerning  conditions  of  investment  in  farm 
mortgages. 

Chap.  224,  Mar.  19,  1907. 

429.  North  Dakota:  Amending  sec.  155,  chap.  4,  Revised  Codes,  1905,  relative 

to  investment  of  permanent  school  funds  by  the  board  of  university  and 
school  lands  (see  chap.  224). 

Chap.  228,  Jan.  16,  1907. 

430.  North  Dakota:  Agreeing  to  amendment  proposed  by  legislature  of  1905,  to 

sec.  162  of  the  constitution,  relative  to  investment  of  permanent  school 
funds. 

Extending  investment  so  as  to  include  county,  township,  municipal,  and 
■ drainage  bonds  of  State,  and  bonds  of  other  States  that  have  never 
repudiated  any  indebtedness. 

Con.  Res.,  p.  456,  Mar.  23,  1907. 

431.  Oklahoma:  Conferring  on  the  commissioners  of  the  land  office,  consisting 

of  the  governor,  secretary  of  state,  state  auditor,  superintendent  of  public 
instruction,  and  president  of  the  board  of  agriculture,  authority  to 
manage,  loan,  invest,  and  regulate  investment  and  deposit  of  the  per- 
manent school  funds. 

Chap.  76,  IT.  B.  8,  p.  664,  Dec.  IS,  1907. 

432.  Oklahoma:  Authorizing  payment  to  the  state  treasurer  of  $5,000,000  and 

interest  thereon,  appropriated  to  the  State  of  Oklahoma  by  an  act  of 
Congress,  June  16,  1906,  for  the  use  and  benefit  of  the  common  schools 
of  the  State,  In  lieu  of  sections  16  and  36  and  other  lands,  in  Indian 
Territory. 

Chap.  76,  H.  B.  643,  p.  662,  Dec.  17,  1907. 

433.  Oregon:  Memorializing  Congress  to  enact  a law  to  give  to  the  State,  to 

become  a part  of  the  principal  of  the  irreducible  school  fund,  the  net 
receipts  of  the  Government  of  the  United  States  from  all  the  forest 
reserves  within  the  State. 

S.  Jt.  Mem.  No.  5,  p.  518,  Feb.  14^  1907. 

434.  South  Dakota:  Authorizing  the  commissioner  of  school  and  public  lauds 

to  sell  pine  timber  grown  upon  such  lands. 

Proceeds  to  go  to  permanent  school  fund. 

Chap.  224,  Feb.  25,  1907. 


STATE  FINANCE  AND  SUPPORT. 


83 


435.  Vermont:  Providing  for  a permanent  public-school  fund,®  creating  a board 

of  trustees  to  manage  the  same,  and  directing  the  investment  and  dis- 
tribution thereof.  Amending  sec.  740,  Public  Statutes,  1894,  and  repealing 
secs.  737,  738,  741,  742,  743,  744,  749,  750,  751,  753,  and  all  amendments 
thereto,  Public  Statutes,  1894.  Repealing  act  No.  42,  Acts,  1904. 

“ Section  1.  The  sum  of  two  hundred  forty  thousand  dollars  returned 
by  the  National  Government  to  the  State  in  settlement  of  the  civil  war 
claims,  the  Huntington  fund,  the  United  States  deposit  money,  and  such 
other  additions  as  may  hereafter  be  made  to  the  fund  hereby  established 
shall  be  forever  held  intact  and  in  reserve  as  a permanent  public  school 
fund. 

“ Sec.  2.  A board  to  be  known  as  trustees  of  permanent  school  fund  is 
hereby  constituted,  consisting  of  the  governor,  lieutenant-governor,  state 
treasurer  and  superintendent  of  education,  ex  officio,  and  three  persons 
to  be  appointed  biennially  by  the  governor,  whose  term  of  office  shall 
continue  until  the  first  day  of  November  of  the  next  biennial  year  and 
until  their  successors  are  appointed  and  qualified,  unless  sooner  removed 
by  the  governor.  Said  trustees  shall  invest  the  permanent  public  school 
fund  in  the  following-named  securities  only : United  States  bonds,  state 
bonds,  bonds  of  cities  and  school  districts  located  in  the  United  States, 
excluding  Territories,  and  having  a population  of  over  twenty  thousand, 
and  bonds  of  towns,  cities  and  villages  in  this  state,  whose  total  indebted- 
ness does  not  exceed  five  times  the  amount  of  the  grand  list.  Said  board 
of  trustees  is  empowered  to  receive  gifts,  bequests  or  additions  to  such 
permanent  public  school  fund,  and  all  purchases  and  sales  of  securities 
shall  be  made  by,  and  all  securities  shall  be  taken  in  the  name  of.  and 
so  far  as  possible  made  payable  to  the  trustees  of  permanent  school  fund. 

“ Sec.  13.  The  income  only  from  said  permanent  school  fund  shall  be 
covered  into  the  state  treasury,  fifteen  thousand  dollars  of  which  shall 
annually  be  divided  among  the  towns,  cities,  and  unorganized  towns  and 
gores  entitled  thereto,  in  the  same  manner  as  the  forty-five  thousand 
dollar  reserve  fund  is  divided,  and  the  remaining  portion  of  the  income 
shall  be  divided  by  the  state  treasurer  among  the  towns,  cities,  and  un- 
organized towns  and  gores  according  to  the  number  of  legal  schools 
maintained  the  preceding  year,  and  such  division  shall  be  made  at  the 
same  time  the  moneys  derived  from  the  state  school  tax  are  now  divided. 
The  income  thus  distributed  shall  be  used  solely  for  the  support  of  public 
schools,  and  shall,  in  unorganized  towns  and  gores,  be  divided  equally  be- 
tween the  several  school  districts  which  have  maintained  a legal  school 
the  preceding  year,  and  in  towns  having  a district  incorporated  by  a 
special  act  of  the  general  assembly,  as  is  provided  for  the  division  in 
such  towns  of  money  received  from  the  State  school  tax.” 

Act  No.  54,  Dec.  14,  190G. 

436.  Vermont:  Directing  the  payment  for  printing  500  copies  of  the  report  of 

the  special  commission  on  permanent  school  fund. 

Jt.  Res.  No.  494,  Dec.  7,  1906. 


437.  Washington : Providing  for  investment  of  the  permanent  school  fund  and 

permanent  funds  of  the  normal  schools,  state  university,  scientific  school, 
agricultural  college,  and  charitable,  educational,  penal,  and  reformatory 
institutions. 

Creating  a state  board  of  finance  to  be  composed  of  governor,  state 
treasurer,  and  state  auditor.  Prescribing  mode  and  conditions  of  in- 
vestment of  funds. 

Chap.  12,  Feb.  11,  1907. 

438.  AVasliington:  Relating  to  escheats. 

All  escheats  to  belong  to  permanent  school  fund. 

Chap.  133,  Mar.  12,  1907. 


a Created  in  accordance  with  recommendations  of  commission  provided  for  by  act  No. 
42,  Acts,  1904.  (See  enactment  No.  209,  Bureau  of  Education  Bulletin,  No.  3,  1906.) 


84  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

(d)  State  Taxation  for  School  Purposes. 

The  legislation  of  the  biennium  with  respect  to  state  taxation  for 
public  school  purposes  contains  several  important  enactments.  Those 
of  Arkansas  (439),  Indiana  (441),  Maine  (443),  Oklahoma  (446), 
(447),  Texas  (448),  Utah  (449),  and  of  Washington  (451),  are  se- 
lected as  indicative  of  the  marked  trend  to  provide  for  a more  gen- 
erous support  of  the  public  elementary  and  secondary  schools.  Of 
the  foregoing  list,  the  increased  school  revenue  provided  in  Indiana 
is  perhaps  worthy  of  special  mention. 

439*.  Arkansas:  Amending  act  No.  266,  acts,  1905,  relative  to  rate  of  taxation 
for  general  state  purposes. 

Increasing  state  tax  for  support  of  common  schools  from  2 to  3 mills. 

Sec.  1,  act  No.  189,  Apr.  17,  1907. 

440.  Illinois:  Providing  for  the  necessary  revenue  for  state  purposes. 

Providing  that  there  be  raised  for  state  school  purposes,  to  be  desig- 
nated as  “ state  school  fund,"  the  sum  of  $1,000,000  upon  the  assessed 
taxable  property  for  each  of  the  years  1907  and  1908,  in  lieu  of  the  2 
mill  tax. 

S.  B.  546,  p.  498,  May  27,  1907. 

441*.  Indiana:  Amending  sec.  1,  chap.  32,  Laws,  1905,  providing  for  the  levy  of 
an  annual  tax  for  a state  common  school  tuition  fund. 

Increasing  the  annual  tax  from  11  cents  and  6 mills  to  13  cents  and  6 
mills,  and  providing  in  addition  thereto  a poll  tax  of  50  cents  upon  each 
legal  voter.  [See  enactment  221,  p.  48,  Bureau  of  Education  Bulletin 
No.  3,  1906,  State  School  Systems.] 

Chap.  249,  Mar.  11,  1907. 

D442.  Louisiana  (1908)  : The  school  tax  authorized  by  constitution,  art.  232,  to 
be  levied  in  aid  of  public  schools,  is  not  a special  assessment,  and  property 
exempted  from  taxation  by  the  constitution  is  not  subject  to  it. — Louis- 
iana & N.  W.  It.  Co.  v.  State  Board  of  Appraisers,  ,45  So.,  394. 

443.  Maine:  Amending  sec.  124,  chap.  15,  Revised  Statutes,  1903,  relative  to  the 

mill  tax. 

Increasing  state  tax  for  support  of  common  schools  from  1 mill  to  1£ 
mills. 

Sec.  2,  chap.  Ill,  Mar.  26,  1907.  (Jan.  1,  1908). 

444.  Nebraska:  Repealing  sec.  11,156,  Cobbey’s  Annotated  Statutes,  1903, 

relative  to  special  state  tax  levy  of  li  mills  for  the  state  common  school 
fund. 

Chap.  125,  Apr.  5,  1907. 

445.  Nevada:  See  enactment  No.  29. 

446.  Oklahoma:  Providing  for  a tax  on  gifts,  inheritances,  bequests,  legacies, 

devices,  and  successions  in  certain  cases. 

One-half  of  proceeds  of  tax  to  be  used  for  the  public  schools  of  the 
State  as  other  available  state  common  school  funds. 

Chap.  81,  H.  B.  492,  p.  733,  May  26,  1908. 

447.  Oklahoma:  Providing  for  the  levy  and  collection  of  a tax  on  income. 

Proceeds  from  graduated  income  tax  to  be  for  the  benefit  of  available 
common  school  fund  of  the  State. 

Chap.  81,  H.  B.  557,  p.  730,  May  26,  1908. 

448.  Texas:  Amending  art.  5047,  chap.  1,  tit.  304,  Revised  Civil  Statutes,  1895, 

relative  to  ad  valorem  taxes  for  free-school  purposes. 

Increasing  state  levy  from  18  to  20  cents  per  $100. 

Chap.  66,  Apr.  5,  1907. 


STATE  FINANCE  AND  SUPPORT. 


85 


449.  Utah:  Proposing  an  amendment  to  sec.  7,  art.  13,  of  the  constitution 

relative  to  revenue  and  taxation. 

Fixing  the  proportion  of  the  maximum  tax  rate  (S  mills)  to  be  devoted 
to  the  enumerated  purposes:  4b  mills  for  general  state  purposes;  3 
mills  for  district-school  purposes ; one-half  mill  for  liigh-school  purposes. 

S.  J.  R.  No.  2,  p.  272  (to  be  effective  Jan.  1,  1909). 
Defeated,  November,  1908. 

450.  Vermont:  Exempting  real  and  personal  property  of  college  fraternities  and 

societies  from  taxation. 

Excepting  that  held  for  investment  purposes. 

Act.  No.  27,  Dec.  6,  1906. 

451.  Washington:  Amending  sec.  Ill,  chap.  118  (Code  of  Public  Instruction), 

Laws,  1897,  relative  to  state  levy  of  taxes  for  school  purposes. 

Increasing  amount  of  annual  state  tax  from  $6  to  $10  for  every  child 
of  school  age.  Maximum,  5 mills.  Manner  of  apportionment. 

Chap.  102,  Mar.  11,  1907. 

452.  West  Virginia:  Amending  and  reenacting  sec.  100,  chap.  35,  Acts,  1905, 

relative  to  the  payment  of  taxes  upon  property  assessed  by  the  board  of 
public  works. 

Duty  of  state  auditor  in  cases  of  overpayment  of  taxes.  Certificate  to 
county  courts,  school  districts,  and  municipalities. 

Chap.  48,  Jan.  25,  1907. 


(e)  General  Apportionment  of  State  School  Funds;  Special  State  Aid  for  Ele- 
mentary Education. 

Of  the  means  for  the  extension  and  development  of  public  educa- 
tion none  possesses  more  widespread  influence  than  that  of  the  general 
financial  support  by  the  State  as  a unit.  To  this  end  systems  of 
general  state  taxation  have  been  inaugurated  and  permanent  state 
school  funds  have  been  established.  By  the  income  derived  from 
these  two  sources  the  States  have  aimed  to  reduce  the  burden  of  the 
support  of  public  schools  by  local  taxation  alone,  to  stimulate  the 
growth  of  local  endeavor  for  the  provision  of  adequate  educational 
opportunities,  and  to  equalize  the  frequently  varying  advantages  for 
education  among  the  different  communities  in  the  same  State. 

The  most  important  problem  in  this  connection  is  that  of  an  equi- 
table and  just  form  of  distribution  or  apportionment  of  the  state  edu- 
cational revenues  in  order  that  the  ends  above  mentioned  may  be 
accomplished  in  the  best  manner  possible,  and  in  order  that  the 
support  provided  through  the  State  may  become  a real  and  positive 
force  in  the  provision  of  adequate  school  facilities  for  all  the  children 
in  the  State.  Distributions  to  the  various  school  communities  of  the 
State  on  the  basis  of  taxes  paid,  property  valuation,  number  of  chil- 
dren of  school  age,  total  school  enrollment  for  a certain  definite 
period,  average  daily  membership,  average  daily  attendance,  or 
aggregate  days  of  attendance  may  be  indicated  among  the  methods 
that  have  been  devised  and  utilized,  singly  or  in  combination,  at 
various  times  by  different  States.  In  general,  it  may  be  said  that 


8G  STATE  SCHOOL  SYSTEMS!  LEGISLATION,  ETC.,  1906-8. 

distribution  on  the  basis  of  the  school  population  or  census  has  been, 
and  is,  the  prevailing  method  at  the  present  time. 

The  very  evident  aim  of  this  latter  method  of  distribution  is  to 
diminish  the  burdens  of  local  support  and  to  equalize  the  educational 
opportunities  within  the  State  upon  the  presumption  that  the  school 
population  is  the  best  index  of  the  local  educational  needs.  How- 
ever, in  certain  States,  during  recent  years,  the  weakness  of  this 
conclusion  has  been  recognized,  and  attempts  have  been  made  to 
formulate  some  single  or  combination  method  of  distribution  which 
would  not  merely  preserve  an  equality  in  the  amount  of  assistance 
given  by  the  State  to  the  different  school  communities,  but  which 
would  in  reality  give  help  where  help  was  most  needed.  The 
methods  of  distribution  on  the  basis  of  school  enrollment  or  attend- 
ance belong  to  this  class  of  efforts.  More  recently,  it  has  come  to  be 
recognized  that  the  number  of  teachers  employed  gives  a far  better 
basis  for  distribution  than  either  the  school  census  or  school  attend- 
ance, and  that  a combination  basis  of  the  number  of  teachers  and  the 
amount  of  school  attendance  represents  perhaps  the  most  equitable 
method  for  the  utilization  of  the  state  school  fund. 

Any  reasonable  estimate  of  comparative  importance  would  place  a 
number  of  the  items  of  this  group  in  the  front  rank  of  progressive 
legislation.  More  and  more  each  year  the  different  States  are 
endeavoring  to  extend  financial  assistance  to  the  least  wealthy  school 
communities  by  making  direct  appropriations  for  the  expansion  and 
improvement  of  the  various  grades  of  elementary  schools.  Con- 
necticut (459,  460),  Florida  (461,  462),  Maine  (466),  Maryland 
(467),  Minnesota  (468),  Nebraska  (469),  Ohio  (476),  Utah  (484), 
Virginia  (486),  West  Virginia  (489),  and  Wisconsin  (491,  492), 
may  be  selected  as  typical  of  what  is  being  accomplished  to  raise 
educational  standards  by  wisely  directed  financial  assistance.  In- 
diana (631)  amended  her  noteworthy  enactment  of  1905  establishing 
a reserve  fund  to  be  distributed  to  those  communities  which  had 
made  the  maximum  local  effort  permitted  bj^  law  for  the  support  of 
public  schools  and  yet  were  unable  to  meet  the  minimum  educational 
demands  and  standards  established  by  the  State. 

The  decision  of  the  California  supreme  court  (D  457)  as  to  the 
status  of  kindergartens  as  a part  of  the  public-school  system  is 
included  under  this  head  because  of  the  present  da}^  widespread 
interest  in  the  establishment  of  kindergartens  as  an  integral  part  of 
public-school  system. 

458.  Alabama:  See  enactment  No.  7 06. 

454.  Arizona:  Amending  subdivs.  1,  2,  and  3,  par.  2258  (sec.  128,  chap.  16,  tit. 
19),  Revised  Statutes,  1901,  relative  to  apportionment  of  school  funds. 

Fixing  more  definitely  classification  of  districts:  increasing  amount 
of  apportionment  to  districts  of  each  class.  No  district  to  share  in 


STATE  FINANCE  AND  SUPPORT. 


87 


apportionment  unless  teachers  employed  hold  legal  certificates  or  diplo- 
mas in  force,  and  unless  school  has  been  maintained  at  least  six  months 
during  the  next  preceding  school  year. 

Sec.  5,  Chap.  67,  Mar.  21,  1907.  (July  1,  1907.) 

455.  Arizona:  Amending  par.  2246  (sec.  116,  chap.  14,  tit.  19),  Revised  Statutes, 

1901,  relative  to  territorial  school  tax. 

Simplifying  method  of  paying  out  territorial  school  revenues  by  ter- 
ritorial treasurer. 

Sec.  6,  Chap.  67,  Mar.  21,  1907.  (July  1,  1907.) 

456.  Arizona:  Amending  par.  2260  (sec.  130,  chap.  17,  tit.  19),  Revised  Statutes, 

1901,  relative  to  apportionment  of  school  funds. 

Providing  for  procedure  in  cases  of  districts  discontinued  by  reason 
of  an  average  attendence  of  less  than  eight  pupils  for  three  months. 

Sec.  21,  Chap.  67,  Mar.  21,  1907.  (July  1,  1907.) 

D 457.  California  (1905)  :a  Constitution,  art.  9,  sec.  5,  requires  the  legislature 
to  provide  for  a system  of  “ common  schools  ” by  which  a free  school  shall 
be  kept  up  and  supported  in  each  district.  Sec.  6 provides  that  the 
“public-school  system”  shall  include  “primary  and  grammar  schools,” 
and  such  high  schools,  evening  schools,  etc.,  as  may  be  established  by 
legislative  or  local  authority,  and  further  provides  that  the  entire  rev- 
enue derived  from  the  state  school  fund  shall  be  applied  exclusively  to  the 
support  of  “primary  and  grammar  schools.”  Pol.  Code,  secs.  1622,  1861, 
reiterate  the  requirement  that  the  revenue  of  the  state  school  fund 
shall  be  applied  solely  to  primary  and  grammar  schools.  Sec.  1532 
requires  the  superintendent  of  public  instruction  to  apportion  the  balance 
of  the  state  school  fund  which  remains  after  providing  for  teachers  to 
the  several  counties  according  to  their  “ average  daily  attendance,”  as 
shown  by  reports  of  the  county  superintendents  for  the  preceding  year. 
Secs.  1617,  1662,  and  1663  recognize,  and  make  certain  provisions  in 
relation  to,  the  adoption  of  kindergartens  as  part  of  the  “ public  primary 
schools”  in  cities  and  towns.  Held,  that,  notwithstanding  the  legis- 
lative designation  of  kindergartens  as  “ primary  ” schools,  such  insti- 
tutions are  not  primary  and  grammar  schools  ” within  the  meaning  of 
the  constitutional  and  statutory  provisions  for  the  distribution  of  the 
state  school  fund,  and  the  kindergarten  attendance  is  not  to  be  com- 
puted in  ascertaining  the  proportion  of  the  school  fund  to  which  a county 
is  entitled. — Los  Angeles  County  v.  Kirk,  83  P.,  250. 

458.  Connecticut:  Amending  sec.  3,  chap.  102,  acts,  1903,  concerning  state  aid 

for  support  of  schools. 

Requiring,  as  a condition  of  state  aid,  a certification  that  schools  have 
been  taught  by  teachers  legally  examined  and  qualified  and  not  dis- 
approved by  state  board  of  education. 

Chap.  135,  June  21,  1907. 

459.  Connecticut:  Amending  sec.  1,  chap.  102,  acts,  1903,  concerning  state  aid 

for  support  of  schools. 

Extending  provisions  of  act  so  as  to  include  towns  having  a valuation 
of  less  than  $1,000,000  (previously,  less  than  $500,000). 

Appropriating  $60,000  for  this  purpose  for  the  two  fiscal  years  ending 
September  30,  1909. 

Chap.  216,  July  17,  1907. 

460.  Connecticut:  Amending  sec.  5,  chap.  195,  acts,  1903,  concerning  state  aid 

for  the  supervision  of  schools. 

Extending  provisions  of  act  so  as  to  include  towns  having  not  more 
than  20  teachers  (previously,  10). 

Chap.  259,  July  31,  1907. 


See  “ Recent  decisions,”  at  the  close  of  this  bulletin,  for  complete  text  of  decision. 


88  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

461.  Florida:  Amending  sec.  12,  chap.  5382,  acts,  1905,  defining  grades  of 

instruction  which  shall  be  taught  in  the  uniform  system  of  public  schools, 
and  aiding  and  encouraging  the  establishment  of  public  high  schools  and 
rural  graded  schools. 

Increasing  annual  appropriation  for  State  aid  from  $50,000  to  $65,000 
for  1907  and  1908. 

Chap.  5653  (No.  58),  May  22,  1907.  (July  1,  1907.) 

462.  Florida:  Providing  for  state  aid  for  public  schools,  prescribing  conditions, 

and  making  appropriations  therefor. 

Granting  state  aid  to  every  public  school  maintaining  average  daily 
attendance  of  80  per  cent  of  the  average  monthly  enrollment  sufficient  to 
maintain  school  two  months  in  addition  to  regular  term,  excepting 
schools  receiving  state  aid  under  provisions  of  chap.  5382,  acts,  1905. 

County  superintendent  to  file  reports  of  attendance  with  state  board 
of  education  as  a condition  for  obtaining  aid.  Appropriating  $60,000 
annually  for  the  years  1907  and  1908. 

Chap.  5654  (No.  59),  May  22,  1907. 

463.  Florida:  Providing  state  aid  further  than  the  1 mill  state  school  tax, 

and  prescribing  duty  of  county  school  boards,  its  chairman  and  county 
treasurer,  for  certain  common  schools,  not  otherwise  receiving  state  aid. 

Appropriating  $40,000  annually  for  the  school  years  beginning  July  1, 
1907  and  July  1,  1908,  to  be  apportioned  among  the  several  counties  upon 
the  basis  of  taxable  value  of  property.  Said  money  to  be  expended  in 
lengthening  by  one  month  term  of  schools  receiving  no  state  aid  other 
than  1 mill  tax.  Surplus  to  be  used  only  for  equipping,  repairing,  and 
furnishing  such  schools.  Funds  to  be  paid  out  only  upon  affidavit  of 
chairman  of  county  school  board  that  money  will  be  used  for  no  purposes 
other  than  those  specified  in  act. 

Chap.  5657  (No.  62),  June  3,  1907. 

464.  Georgia:  Amending  act  No.  479,  p.  65,  Acts,  1903,  relative  to  securing  to 

the  several  counties  of  the  State  the  public  school  fund  to  which  they  are 
legally  entitled. 

Providing  for  apportionment  of  the  public  school  fund  whenever  new 
counties  are  created. 

Act  No.  489,  p.  117,  Aug.  18,  1906. 

465.  Kentucky:  Amending  sec.  4375,  Statutes,  1903,  relative  to  apportionment 

of  the  school  fund. 

Minor  amendment  concerning  use  of  excess  of  apportionment  by  school 
districts. 

Chap.  71,  Mar.  19,  1908. 

466.  Maine:  Amending  secs.  2-4,  chap.  296,  Public  Laws,  1897  (secs.  41-^3. 

chap.  15,  Revised  Statutes,  1903),  relative  to  district  superintendents  of 
schools  and  union  of  towns  for  school  purposes. 

Requiring  joint  school  committees  to  certify  to  state  superintendent  of 
schools  as  well  as  to  the  treasurers  of  the  respective  towns  the  amounts 
apportioned  for  payment  by  the  several  towns.  Omitting  provision 
regarding  proportional  vote  in  selection  of  superintendent  of  schools. 

State  aid  for  supervision  increased  from  one-half  to  two-thirds  of  the 
salary  of  the  superintendent  of  schools.  Payment  to  be  made  direct  to 
superintendent  instead  of  to  towns.  Maximum  aid  increased  from  $750 
to  $800. 

Adding  provision  that  union  of  towns  shall  continue  three  years  unless 
dissolved  by  a two-thirds  vote  of  the  joint  committee. 

Chap.  101,  Mar.  22,  1907. 

467.  Maryland:  See  enactment  No.  111/1. 

467a.  Maryland:  Paying  to  the  school  commissioners  of  Garrett  County  a sum 
of  money  out  of  the  State  school  tax. 

Special  assistance  of  $4,000  per  annum  for  two  years  to  enable  minimum 
school  term  of  seven  and  one-half  months. 

Chap.  352,  p.  S47,  Apr.  8,  1908. 


STATE  FINANCE  AND  SUPPORT. 


89 


468.  Minnesota:  Providing  for  state  aid  for  establishment  of  consolidated  rural 

schools. 

“ Teacher  and  assistant. — Sec.  1.  From  any  moneys  hereafter  appro- 
priated from  the  state  treasury  to  carry  out  the  provisions  of  this  act 
to  be  distributed  to  the  first  fifty  consolidated  rural  schools  established, 
equipped  and  conducted  so  as  to  meet  the  following  named  conditions, 
to  wit : 

“(«)  Said  consolidated  rural  school  district  shall  contain  not  less 
than  sixteen  nor  more  than  thirty-six  square  miles  of  territory. 

“ (&)  There  shall  be  a continuous  tract  of  10  acres  of  land  secured 
as  the  property  of  the  district,  upon  which  there  shall  be  erected  a 
substantial  building  containing  not  less  than  four  rooms,  including  one 
practice  room. 

“(c)  There  shall  be  employed  a principal  teacher,  who  is  qualified  to 
teach  the  elements  of  agriculture  as  determined  by  such  tests  as  shall 
be  required  by  the  state  superintendent  of  public  instruction,  in  addi- 
tion to  the  requirements  for  the  teacher  of  a state  graded  school.  There 
shall  also  be  employed  at  least  one  assistant  teacher  who  shall  be  qualified 
to  teach  home  economics,  as  determined  by  such  tests  as  shall  be  pre- 
scribed by  the  state  superintendent  of  public  instruction,  in  addition  to 
the  requirements  for  an  assistant  teacher  in  a state  graded  school. 
Such  other  assistants  shall  be  employed  as  are  necessary  to  properly 
instruct  the  pupils  in  the  school. 

“(d)  Adequate  provisions  for  conveying  the  pupils  to  and  from  said 
school  shall  be  provided  by  said  district. 

“(e)  Said  lands  shall  be  properly  divided  into  areas  for  playgrounds, 
for  the  planting  of  trees,  crops,  and  ornamental  plants,  and  shall  be  so 
used  and  managed  as  to  best  serve  as  a means  of  instructing  the  pupils 
of  said  schools  in  farming  and  home  making,  and  shall  be  under  the 
immediate  management  of  the  principal,  with  such  supervision  as  may 
be  given  by  the  county  superintendent  of  schools  and  the  state  superin- 
tendent of  public  instruction. 

“(/)  The  said  schoolhouse  shall  be  outside  of  any  incorporated  village 
or  city. 

“ Superintendent  to  certify. — Sec.  2.  No  money  shall  be  paid  under 
the  provisions  of  this  act  until  the  state  superintendent,  after  due 
examination,  shall  certify  that  the  conditions  of  the  act  have  been  fully 
complied  with. 

“ Limitations. — Sec.  3.  The  aid  provided  by  this  act  shall  be  granted  to 
not  more  than  one  school  district  in  any  one  county. 

“ Sec.  4.  This  act  shall  take  effect  and  be  in  force  from  and  after  its 
passage.” 

Chap.  304,  Apr.  22,  1907. 

469.  Nebraska:  Providing  at  least  seven  months  of  school  in  the  first  eight 

grades  for  all  youth  of  the  State  whose  parents  or  guardians  live  in  school 
districts  whose  funds  are  not  sufficient  to  maintain  school  for  seven 
months. 

Providing  for  annual  state  aid  not  to  exceed  $120  to  be  applied  to  pay- 
ment of  teachers’  wages.  Maximum  local  tax  must  be  levied.  Prescribing 
procedure  for  awarding  aid.  Appropriating  $50,000. 

Chap.  119,  Apr.  10,  1907. 

470.  Nevada:  See  enactment  No.  29. 

471.  New  Hampshire:  Appropriating  an  additional  sum  of  money  to  aid  in 

carrying  into  effect  the  provisions  of  sec.  3,  chap.  77,  Laws,  1899  (sec.  27, 
chap.  89,  Public  Statutes,  1901),  entitled  “An  act  to  equalize  the  school 
privileges  of  the  cities  and  towns  of  the  State.” 

Special  appropriation  of  $10,000  for  the  year  1908. 

Chap.  115,  Apr.  4,  1907. 

472.  New  Jersey:  Supplementing  chap.  146,  Laws,  1906,  as  supplementing  chap. 

1,  Laws,  1903  (sp.  sess.),  relative  to  distribution  of  school  moneys. 

Providing  for  distribution  by  state  comptroller  of  taxes  not  paid  in 
1907,  by  reason  of  litigation  on  part  of  certain  railroad  companies.  Such 


90 


STATE  SCHOOL  SYSTEMS  I LEGISLATION,  ETC.,  1906-8. 


moneys  to  be  used  for  support  and  maintenance  of  public  schools  for  year 
ending  June  30,  1909. 

Chap.  2G7,  Apr.  14,  1908. 

473.  New  York:  Amending  sec.  12,  art.  1,  tit.  2,  chap.  55G,  Laws,  1894  (con- 

solidated school  law),  as  amended  by  sec.  1,  chap.  16G,  Laws,  1904,  rela- 
tive to  the  apportionment  and  distribution  of  state  and  other  school 
moneys. 

Chap.  3G5,  May  19,  1908. 

474.  North  Dakota:  See  enactment  No.  96.1. 

475.  North  Dakota:  Amending  sec.  847,  Revised  Codes,  1905,  relative  to  school 

districts  entitled  to  tuition  fund. 

Empowering  county  superintendent  to  withhold  apportionment  of  state 
and  county  school  moneys  from  districts  failing  to  make  census  and 
other  annual  reports;  also  from  districts  other  than  new  districts  fail- 
ing to  maintain  school  for  six  school  months.  Withholding  funds  made 
mandatory  with  reference  to  schools  failing  to  maintain  school  for  four 
months. 

Sec.  6,  chap.  95,  Mar.  19,  1907. 

47G.  Ohio:  Appropriating  $45,000  for  assistance  of  weak  school  districts. 

In  accordance  with  provision  of  act  of  April  2,  1906. 

H.  B.  1302,  p.  523,  May  9,  1908. 

477.  Oklahoma:  Amending  sec.  175,  art.  13,  chap.  77,  Wilson’s  Revised  An- 

notated Statutes,  1903,  relative  to  the  apportionment  of  school  fund. 
Extending  time  for  making  apportionment  thirty  days. 

Chap.  76,  S.  B.  141,  p.  667,  Jan.  17,  190S. 

478.  Oklahoma:  Repealing  chap.  76  (S.  B.  141,  p.  667),  Laws,  1907-8,  and 

providing  for  apportionment  of  income  of  state  school  fund  and  annual 
taxes  collected  by  the  State  for  support  of  the  public  schools,  to  counties 
of  the  State,  and  for  apportionment  of  the  federal  appropriation. 

Chap.  76,  S.  B.  259,  p.  666,  Mar.  21,  1908. 


479.  Oregon:  Amending  sec.  3371,  Bellinger  and  Cotton’s  Annotated  Codes  and 

Statutes,  1901,  relative  to  districts  not  entitled  to  school  fund. 

Providing  that  districts  must  report  to  county  superintendent  within 
fifteen  days  after  annual  meeting,  and  providing  also  that  school  must  be 
taught  at  least  four  months  in  each  year  (formerly  three). 

Chap.  96,  Feb.  23,  1907. 

480.  Pennsylvania:  Amending  secs.  3,  5,  6,  No.  215,  Laws,  1897,  providing  a 

more  just  and  equitable  method  of  distributing  school  appropriation 
to  common  schools,  and  specifying  duties  of  officers  in  connection  there- 
with. 

Changing  time  of  enumeration  and  enrollment.  Adding  provision  for 
enumeration  of  taxables  and  enrollment  of  school  children  in  cities  of 
the  first  and  second  classes  by  officers  appointed  by  the  boards  of  edu- 
cation, and  for  distribution  of  school  funds  to  said  cities  on  the  basis 
of  such  list  of  taxables. 

Act  No.  38,  Apr.  4,  1907. 

481.  Pennsylvania:  Authorizing  and  requiring  the  superintendent  of  public 

instruction  to  use  the  return  of  the  number  of  children  between  the  ages 
of  6 and  16  years  in  the  several  school  districts  in  each  county,  now  re- 
quired to  be  made  by  the  county  commissioners  to  the  superintendent  of 
public  instruction,  as  the  basis  for  distribution  of  one-third  of  the  state 
appropriation  to  schools. 

Act  No.  144,  May  8,  1907. 


STATE  FINANCE  AND  SUPPORT. 


91 


482.  Tennessee:  Repealing  chap.  105,  Acts,  1903,  and  chap.  213,  Acts,  1905, 
relative  to  disposition  of  the  surplus  remaining  in  the  state  treasury 
at  the  end  of  each  year  by  appropriating  it  to  use  for  scholastic  purposes. 
Providing  for  appropriation  of  money  for  public  schools  of  the  State,  to 
be  estimated  on  a per  capita  basis  and  distributed  to  the  several  counties 
in  proportion  to  their  scholastic  population,  and  appropriating  a fixed 
sum  annually  for  the  purpose  of  equalizing  the  length  of  the  school  terms 
in  the  several  counties,  and  providing  for  the  distribution  of  the  same. 

Chap.  537,  Apr.  15,  1907. 

D 483.  Tennessee  (1905)  : Prior  to  1873  the  legislature  incorporated  the  city 
of  Knoxville,  with  express  power  to  establish  and  regulate  public  schools. 
Acts,  1873,  p.  39,  chap.  25,  entitled  “ An  act  to  establish  and  maintain  a 
uniform  system  of  public  schools,”  provided  that  the  public  school  system 
should  be  administered  by  the  state  superintendent,  county  superin- 
tendents, and  district  school  visitors;  and  sec.  51  (p.  50)  enacted  that 
none  of  the  provisions  of  the  act  should  be  construed  to  interfere  with 
the  schools  or  systems  already  estaDlished,  but  that  they  should  receive 
their  pro  rata  shares  of  moneys  raised  under  the  statute  according  to 
their  scholastic  population.  Acts,  1885  (ex.  sess.),  p.  48,  chap.  8,  entitled 
“ An  act  to  reduce  the  acts  incorporating  the  city  of  Knoxville  and 
amendments  to  one  act,”  recognized  the  existence  of  the  Knoxville  schools 
by  secs.  63,  64  (p.  68),  wherein  it  was  provided  that  the  mayor  and 
aldermen  should  elect  five  citizens,  who  should  constitute  a board  of 
education.  Under  authority  of  such  sections  and  ordinances  passed  pur- 
suant thereto  the  board  of  education  was  put  in  charge  of  the  Knoxville 
schools  and  the  board  appointed  enumerators  from  time  to  time  to  take 
a census  of  the  scholastic  population.  Held  that,  such  enumerators 
having  made  false  reports  as  to  the  scholastic  population  whereby  the 
city  of  Knoxville  and  its  schools  received  moneys  in  excess  of  the  amount 
to  which  they  were  entitled,  the  State  was  entitled  to  recover  the  moneys 
so  received  and  expended  by  the  city,  the  board  of  education  and  the 
enumerators  having  been  the  agents  of  the  city. — State  v.  City  of  Knox- 
ville, 90  S.  W.,  289 ; 115  Tenn.,  175. 

484.  Utah:  Amending  chap.  121,  Laws,  1905,  relative  to  revenue  for  common 
school  districts  where  the  revenue  from  the  state,  county,  and  district 
school  taxes  is  insufficient. 

Changing  dates  for  making  reports.  Prohibiting  employment  of  addi- 
tional teachers  in  aided  districts  without  recommendation  of  county 
superintendent  and  approval  of  state  superintendent.  Increasing  appro- 
priation from  $6,000  to  $8,000. 

Chap.  24,  Mar.  11,  1907. 


485.  Utah:  Amending  sec.  1775,  Revised  Statutes,  1898,  relative  to  apportion- 

ment of  the  school  fund. 

Abstracts  of  apportionment  to  be  furnished  to  the  treasurer  of  the 
board  of  education  in  cities  of  the  first  and  second  classes  (formerly 
city  superintendent). 

Chap.  45,  Mar.  14,  1907. 

486.  Vermont:  Promoting  the  centralization  of  small  schools,  and  equalizing 

school  advantages ; also  amending  sec.  763,  Public  Statutes,  1894,  relative 
to  definition  of  “ legal  school.” 

“ Sec.  1.  A school  performing  the  work  prescribed  in  a nine  years’ 
course  of  study,  or  part  thereof,  prepared  by  the  superintendent  of  educa- 
tion for  ungraded  schools,  shall  be  considered  an  elementary  school. 

“ Sec.  2.  The  sum  of  twenty  thousand  dollars  is  hereby  set  aside  in  the 
state  treasury  for  the  purpose  of  aiding  towns  which  have  furnished, 
during  the  preceding  school  year,  transportation  and  board  for  their 
resident  pupils  in  attendance  upon  the  elementary  schools.  A board  of 


92 


STATE  SCHOOL  SYSTEMS!  LEGISLATION,  ETC.,  1906-8. 


division,  composed  of  the  governor,  state  treasurer  and  superintendent  of 
education,  shall,  on  or  before  the  first  day  of  July  annually,  apportion  the 
sum  herein  provided  among  the  various  towns  which  have  furnished 
such  transportation  and  board,  and  which  have  raised  by  taxation  and  ex- 
pended fifty  per  cent,  or  more,  on  their  respective  grand  lists  for  school 
purposes,  not  including  interest  on  the  United  States  deposit  fund,  the 
state  school  tax  and  money  for  new  schoolhouses,  in  the  following  ratio : 
To  towns  having  raised  and  expended  fifty  per  cent  and  more,  one  share 
per  dollar  expended  for  transportation  and  board;  to  towns  having  raised 
and  expended  sixty  per  cent  and  more,  one  and  one-half  shares;  and  to 
towns  having  raised  and  expended  seventy  per  cent  and  more,  two  shares. 
Upon  the  completion  of  the  apportionment  the  board  of  division  shall 
forthwith  transmit  the  same  to  the  state  treasurer,  who  shall,  on  or  before 
the  tenth  day  of  July  annually,  pay  the  various  towns  in  the  State  accord- 
ing to  the  portion  assigned  by  the  board  of  division. 

“ Sec.  3.  On  or  before  the  second  Tuesday  of  April,  annually,  the  board 
of  school  directors  shall  furnish  the  town  clerk,  on  a blank  furnished  said 
board  by  the  superintendent  of  education,  a sworn  statement  of  the  actual 
expenditure  by  said  board  for  transportation  and  board  of  resident 
pupils  in  attendance  upon  the  elementary  schools,  and  the  town  clerk  shall, 
upon  a blank  furnished  him  by  the  superintendent  of  education,  certify 
to  said  superintendent  on  or  before  the  first  day  of  June,  annually,  the 
sum  expended  by  the  board  of  school  directors,  for  transportation  and 
board  of  resident  pupils,  and  the  per  cent  actually  raised  and  expended 
for  school  purposes,  not  including  interest  on  United  States  deposit  fund, 
state  school  tax  and  money  expended  for  new  school  buildings,  and  no 
town  shall  be  entitled  to  any  portion  of  the  sum  herein  set  aside  for  trans- 
portation and  board  unless  such  certificate  is  made  as  required. 

“ Sec.  4.  Section  763  of  the  Vermont  statutes  is  hereby  amended  so  as 
to  read  as  follows,  viz : 

“ ‘Section  763.  A legal  school  for  the  purposes  of  this  chapter  shall  be 
one  which,  during  the  preceding  school  year,  has  been  maintained  for  at 
least  twenty-eight  weeks,  during  which  time  the  average  daily  attendance 
of  pupils  has  been  not  less  than  six ; and  which  has  been  taught  by  a 
duly  qualified  teacher,  whose  register  has  been  kept  and  returned  as 
required  by  law.’ 

“ Sec.  5.  This  act  shall  take  effect  April  1,  1907.” 

No.  53,  Nov.  22,  1906.  (Apr.  1,  1907.) 

487.  Virginia:  Amending  and  reenacting  sec.  1520  (1521),  Code,  1904,  relative 

to  disposal  of  unexpended  school  funds. 

Unexpended  funds  to  go  to  general  fund  for  redivision,  unless  other- 
wise directed  by  state  board  of  education. 

Chap.  309  (in  part),  Mar.  14,  1908. 

488.  Virginia:  Amending  and  reenacting  sec.  1507,  Code,  1904,  relative  to  ap- 

proximate apportionment  and  disbursement  of  state  funds. 

Modifying  conditions  of  payment.  Providing  for  semiannual  instead 
of  annual  distribution. 

Chap.  330,  Mar.  14,  1908. 

489.  West  Virginia:  Regulating  rate  and  manner  of  laying  levies  for  taxation 

in  counties,  magisterial  and  school  and  independent  school  districts,  and 
municipal  corporations,  and  providing  penalties  for  illegal  expenditure 
of  public  moneys,  incurring  of  illegal  obligations,  and  laying  of  illegal 
levies  by  any  tax-levying  body,  and  for  the  distribution  of  a portion  of 
the  school  fund. 

Levy  by  boards  of  education  for  building  fund  limited  to  15  cents  for 
1908  and  to  12|  cents  thereafter.  Teacher’s  fund  levy  limited  to  25  cents. 
Cities  of  less  than  10,000  population  may  levy  tax  of  10  cents  for  high 
school.  Additional  tax  for  payment  of  bonds. 

When  maximum  local  levy  for  teachers’  fund  is  insufficient  to  main- 
tain schools  for  six  months,  at  the  minimum  salary  fixed  by  law,  State 
to  make  up  deficiency.  Fifty  thousand  dollars  to  be  set  aside  by  state 


STATE  FINANCE  AND  SUPPORT. 


93 


superintendent  for  distribution.  Prescribing  conditions  for  payment  of 
more  than  minimum  salary  to  teachers.  (Sec.  3.) 

Chap.  9,  Feb.  26,  1908. 

490.  Wisconsin:  See  enactment  No.  1020. 

491.  Wisconsin:  Amending  sec.  10,  chap.  439,  Laws,  1901,  as  amended  by  chap. 

332,  Laws,  1905,  and  making  said  section  496e,  of  the  Statutes,  1898, 
relative  to  the  amount  of  state  aid  for  graded  schools. 

Increasing  annual  state  aid  to  graded  schools  of  the  second  class  from 
$100  to  $200. 

Increasing  maximum  annual  state  aid  to  all  graded  schools  from  $80,000 
to  $120,000. 

Chap.  375,  June  24,  1907. 

492.  Wisconsin:  Creating  secs.  560f  to  560m,  inclusive,  Statutes,  1S98,  relative 

to  betterment  of  rural  schools,  and  making  an  appropriation  therefor. 

“ Sec.  560f.  Every  school  district  which  shall  have  maintained  a school 
for  eight  months  the  previous  year,  supplied  needful  apparatus  and  text- 
books, and  kept  the  schoolhouse  and  outbuildings  in  proper  condition  and 
repair,  shall,  for  the  purposes  of  this  act,  be  deemed  to  have  maintained  a 
rural  school  of  the  second  class. 

“ Sec.  560g.  Every  school  district  not  composed  wholly  or  in  part  of  an 
incorporated  village  or  city,  nor  containing  a state  graded  school,  which 
shall  have  maintained  a school  for  eight  months  the  previous  year,  pro- 
vided a suitable  school  building  and  outbuildings,  needful  apparatus, 
supplementary  readers,  and  installed  an  adequate  system  of  ventilation, 
and  done  efficient  work,  shall,  for  the  purposes  of  this  act,  be  deemed  to 
have  maintained  a rural  school  of  the  first  class. 

“ Sec.  560h.  Any  district  maintaining  a rural  school  of  the  second  class 
shall  be  entitled  to  a share  in  all  state  and  county  school  moneys.  Any 
district  maintaining  a rural  school  of  the  first  class  shall  be  entitled,  in 
addition  to  the  moneys  specified  for  rural  schools  of  the  second  class,  to 
special  state  aid  to  the  amount  of  fifty  dollars  per  year  for  three  years 
to  be  paid  from  the  state  treasury. 

“ Sec.  560i.  The  state  superintendent  shall  inform  the  county  and 
district  superintendents  as  to  what  shall  be  considered  needful  apparatus 
and  proper  equipment  and  an  improved  system  of  ventilation  for  rural 
schools ; and  in  case  of  disagreement  between  the  school  district  and  the 
county  or  district  superintendents  as  to  whether  a school  has  the  proper 
equipment,  his  judgment  shall  be  final. 

“ Sec.  560j.  Any  school  district  which  desires  special  state  aid  as  pro- 
vided in  section  5601i  of  this  act,  shall  make  out  an  application  in  writing 
to  the  county  or  district  superintendent  on  a blank  furnished  by  him  set- 
ting forth  the  condition  of  the  buildings,  the  amount  and  nature  of  the 
apparatus  in  the  school  and  a description  of  the  system  of  ventilation 
used  or  in  use.  If  a defect  in  the  building  or  ventilating  system  or  a 
deficiency  in  apparatus  is  in  process  of  repair,  the  county  superintendent 
may  consider  it,  for  the  purposes  of  this  application,  as  having  been  com- 
pleted ; subsequent  neglect,  however,  to  complete  such  repairs  or  to  make 
such  purchases  as  the  board  have  previously  certified  to  be  in  process  of 
making,  shall  be  ground  on  which  the  county  or  state  superintendent  may 
revoke  the  approval  of  the  application. 

“ Sec.  560k.  If  the  county  superintendent  shall  approve  of  the  applica- 
tion, he  shall  indorse  the  same  and  remit  it  to  the  state  superintendent 
of  public  instruction  who  shall  act  upon  the  applications  in  the  order  of 
their  reception. 

“ Sec.  5601.  To  each  district  which  shall  comply  with  all  the  provisions 
of  this  act,  and  whose  application  for  aid  shall  have  been  approved  by 
him,  the  state  superintendent  shall  apportion  the  sum  of  fifty  dollars 
which  shall  be  paid  in  the  same  manner  as  other  forms  of  special  state 
aid  are  now  paid. 

“ Sec.  560m.  To  carry  out  the  provisions  of  this  act  there  is  hereby 
appropriated  annually  out  of  the  moneys  assessed  and  collected  under  the 
provisions  of  chapter  313,  laws  of  1903,  amending  section  1072a  of  the 
statutes  of  1898,  a sum  sufficient  to  meet  all  the  approved  claims  coming 
under  the  provisions  of  this  act.” 


Chap.  600,  July  12,  1907. 


94 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8, 


(f)  Special  State  Aid  for  Secondary  Education. 

Adequate  provision  for  elementary  schools  is  rightly  accounted  of 
first  importance  in  the  educational  economy  of  the  state  and  city  or 
school  districts.  More  and  more,  however,  secondary  or  high  schools 
are  coming  to  be  regarded  as  essential  parts  of  a unified  state  system. 
The  encouragement  and  assistance  for  the  growth  of  these  schools 
afforded  directly  by  the  State  have  been  among  the  interesting  educa- 
tional phenomena  of  the  last  decade  or  two.  In  practically  all  the 
States  in  which  notable  progress  in  public  education  has  been  made, 
some  form  of  special  state  aid  for  high  schools  has  been  established. 
The  enactments  classified  under  this  head  are  indicative  of  no  new 
tendency;  on  the  contrary,  they  bear  evidence  of  the  continued  special 
interest  evinced  by  the  States  for  the  care  of  this  particular  portion 
of  their  educational  systems.  AVith  but  one  or  two  evident  excep- 
tions, each  one  of  the  enactments  of  the  following  group  is  worthy 
of  special  mention.  Any  comparative  estimate,  however,  would  give 
special  attention  to  the  legislative  activities  in  the  Southern  States 
for  the  extension  and  betterment  of  the  opportunities  for  secondar}^ 
education. 

493.  Alabama:  See  enactment  No.  1215. 

494.  Maine:  Amending  sec.  4,  chap.  148,  acts,  1901  (sec.  79,  chap.  15,  Revised 

Statutes,  1903),  relative  to  time  of  incorporation  of  academies  receiving 
state  aid. 

Date  of  incorporation,  as  a condition  for  state  aid,  extended  from  Feb. 
26,  1901,  to  May  1,  1907. 

Chap.  91,  Mar.  20,  1907. 

495.  Maine:  Amending  secs.  1 and  5,  chap.  148,  acts,  1901  (secs.  76  and  80, 

chap.  15,  Revised  Statutes,  1903),  relative  to  state  aid  for  academies. 

Removing  requirement  of  attendance  by  nonresident  pupils  as  a condi- 
tion for  state  aid.  Permitting  average  daily  attendance  to  be  based  upon 
five  years  next  preceding. 

Chap.  102,  Mar.  22,  1907. 

496*.  Maryland:  Adding  secs.  122A-122D',  Public  General  Laws,  1904,  relative 
to  state  aid  for  the  inauguration  of  commercial  courses  in  certain 
approved  high  schools. 

Annual  state  aid  of  $1,000  to  each  approved  school.  Conditions. 
Special  provisions  concerning  certain  high  schools  in  Baltimore. 

Chap.  635,  p.  227,  Apr.  6,  1908.  (Aug.  1,  1908.) 

497.  Massachusetts:  Supplementing  sec.  1,  chap.  200,  acts,  1906,  as  amending 

chap.  433,  acts,  1902,  as  amending  sec.  3,  chap.  42,  Revised  Laws,  1902, 
relative  to  state  aid  for  high  schools. 

Relating  to  special  annual  state  aid  of  $500  to  towns  of  less  than  50U 
families  maintaining  a high  school  having  at  least  two  teachers.  No  town 
the  valuation  of  which  averages  a larger  sum  for  each  pupil  in  the 
average  membership  of  its  public  schools  than  the  corresponding  average 
for  the  Commonwealth  to  receive  aid.  No  school  to  receive  aid  unless 
approved  by  state  board  of  education. 

Chap.  427,  Apr.  21,  1908. 

498.  Mississippi : Sec  enactment  No.  1291. 

499.  North  Carolina:  See  enactment  No.  11/8. 


LOCAL  FINANCE  AND  SUPPORT. 


95 


500*.  North  Dakota:  Amending  secs.  1034,  1035,  and  1036,  Revised  Codes,  1905, 
relative  to  high  school  board,  and  to  state  aid  to  high  schools. 

Permitting  high  school  board  to  designate  some  person  to  make  inspec- 
tions. Increasing  annual  aid  to  three-year  high  schools  from  $500  to 
$600,  and  granting  annual  aid  of  $300  to  two-year  high  schools.  Provid- 
ing that  no  more  than  40  per  cent  of  annual  appropriation  may  be  used 
for  libraries  and  equipment.  Increasing  maximum  amount  of  annual  aid 
from  $25,000  to  $45,000,  and  the  number  of  aided  schools  in  each  county 
from  three  to  five. 

Chap.  99,  Mar.  4,  1907. 


501.  South  Carolina:  See  enactment  No.  1261. 

502.  Vermont:  Amending  sec.  3,  act  No.  37,  acts,  1904,  relative  to  high  schools. 

Section  rewritten  with  several  minor  amendments. 

Provision  added  excluding  interest  on  United  States  deposit  fund  and 
expenditures  for  new  buildings  from  amount  raised  by  local  taxation 
as  basis  for  state  aid. 

Sec.  1,  act  No.  50,  Dec.  19,  1906.  (Apr.  1,  1907.) 

503.  Virginia:  See  enactment  No.  107. 

504.  West  Virginia:  See  enactment  No.  672. 

505.  Wisconsin:  See  enactment  No.  1181. 

506.  Wisconsin:  Amending  sec.  496,  Statutes,  1898,  as  amended  by  chap.  214, 

Laws,  1899,  as  amended  by  chap.  345,  Laws,  1901,  relative  to  state  aid 
for  free  high  schools. 

Increasing  required  length  of  annual  school  session  from  three  to 
eight  months. 

Authorizing  state  superintendent  to  withhold  state  aid  under  certain 
conditions — failure  of  school  to  maintain  approved  standard  of  instruc- 
tion, to  provide  suitable  and  sanitary  buildings  and  grounds,  or  to  furnish 
adequate  equipment. 

Chap.  527,  July  9,  1907. 

507.  Wisconsin:  Amending  sec.  491b,  Statutes,  1898,  as  amended  by  chap.  214. 

Laws,  1899,  as  amended  by  chap.  345,  Laws,  1901,  relative  to  state  aid 
for  free  high  schools. 

Increasing  from  $25,000  to  $50,000  the  maximum  annual  limit  of  such 
state  aid. 

Chap.  571,  July  11,  1907.  (July  13,  1907.) 


C.  LOCAL  (COUNTY,  DISTRICT,  MUNICIPAL)  FINANCE  AND 

SUPPORT. 


(a)  General. 

The  enactments  relating  generally  to  local  school  finance  are  mostly 
concerned  with  the  minor  details  and  management  of  educational 
funds.  There  is  a continuation  of  the  tendency  to  require  more  care- 
ful auditing  of  accounts  and  a greater  publicity  of  the  local  financial 
affairs  of  the  public  schools.  The  Louisiana  measure  (515),  making 
the  parish  superintendent  of  schools  treasurer  of  school  funds  in  place 


96 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,*  1906-8. 


of  the  parish  treasurer,  is  regarded  in  that  state  as  being  of  very  con- 
siderable importance  to  the  educational  interests  of  the  parishes. 

508.  California:  Amending  sec.  J.543,  Political  Code,  1906,  relative  to  general 

duties  of  county  superintendents. 

Providing  for  the  transferring  of  funds  of  lapsed  school  districts  to 
the  district  into  which  they  are  merged. 

Chap.  57,  Mar.  1,  1907. 

509.  Colorado:  Relating  to  duties  of  county  treasurers  and  district  boards  of 

school  directors.  Repeal. 

Providing  for  the  cancellation  of  warrants  paid  for  quarterly  financial 
reports,  and  for  the  preservation  of  all  reports  and  cancelled  orders  for 
a period  of  six  years. 

Chap.  218,  Apr.  15,  1907. 

510.  Connecticut:  Concerning  the  appraisal  of  school  property  of  consolidated 

school  districts. 

Constituting  a committee  of  appraisement. 

Chap.  14,  Mar.  21,  1907. 

511.  Connecticut:  Amending  chap.  14,  acts,  1907,  concerning  the  appraisal  of 

school  property  of  consolidated  school  districts. 

Extending  to  towns  already  consolidated  the  provisions  for  appraisement. 

Chap.  93,  May  27,  1907. 

512.  Indiana:  Amending  chap.  204,  Laws,  1901,  relative  to  the  transfer  of 

children  from  one  school  corporation  to  another  and  the  price  of  tuition. 

Previous  method  of  direct  payment  by  school  corporations  replaced 
through  equalization  of  tuition  fund  by  county  auditor. 

Chap.  189,  Mar.  9,  1907. 

513.  Indiana:  Authorizing  transfer  and  use  of  certain  funds  collected  for  spe- 
cific purposes,  which  purposes  have  been  abandoned. 

Authorizing  township  trustee  of  township  collecting  fund  for  con- 
structing a school  building  to  transfer  such  fund  to  township  fund. 

Chap.  200,  Mar.  9,  1907. 

515*.  Louisiana:  Amending  sec.  65,  act  No.  214,  acts,  1902,  relative  to  the 
treasurer  of  parish  school  funds. 

Making  superintendent  of  public  schools  of  parish  treasurer  of  fund 
in  place  of  parish  treasurer.  No  compensation  as  treasurer.  Provisions 
for  bond. 

Act  No.  17,  Dec.  2,  1907.  (Feb.  1,  1908.) 

516.  Louisiana:  Fixing  the  compensation  of  tax  assessors  of  each  parish. 

Four  per  cent  of  first  $50,000;  2 per  cent  of  second  $50,000;  1 per  cent 
of  over  $100,000 ; maximum  of  1 per  cent  on  special  school  taxes. 

Act  No.  22,  Dec.  3,  1907.  (Jan.  1,  1908.) 

517.  Michigan:  Amending  sec.  6,  act  No.  48,  Laws,  1901,  providing  for  a tax 

upon  dogs,  and  creating  a fund  for  the  payment  of  certain  damages  for 
sheep  killed  or  wounded  by  them  in  certain  cases. 

Authorizing  township  board  or  city  council  to  retain  not  to  exceed  $300 
of  said  fund;  balance  to  be  apportioned  to  the  several  school  districts. 

Act  No.  43,  Apr.  11,  1907. 

518.  Michigan:  Amending  sec.  25,  chap.  3,  act  No.  164,  acts,  1881  (sec.  4691 

Compiled  Laws,  1897),  relative  to  duties  of  assessor. 

Substituting  “ treasurer  ” for  “ assessor,”  and  prescribing  requirements 
for  surety  bond.  Providing  for  deposit  and  care  of  school  moneys  in 
excess  of  $3,000. 

Sec.  1,  pp.  112-113,  act  No.  91,  May  15,  1907. 


LOCAL  FINANCE  AND  SUPPORT. 


97 


519.  Michigan:  Amending  sec.  6,  act  No.  48,  Laws,  1901,  as  amended  by  act 

No.  43,  acts,  1907,  providing  for  the  payment  of  certain  damages  for 
sheep  killed  by  dogs  or  wounded  by  them  in  certain  cases. 

Providing  for  procedure  in  case  of  deficit  in  fund. 

Act  No.  331,  June’  28,  1907. 

520.  Minnesota:  Relating  to  the  organization  of  school  districts. 

Providing  for  the  distribution  of  moneys,  funds,  and  credits  in  cases 
of  the  formation  of  new  districts,  either  by  change  of  boundary,  divi- 
sion, or  union. 

Chap.  109,  Apr.  5,  1907. 

521.  Minnesota:  Providing  that  officers  of  school  districts  may  designate  de- 

positories for  school  district  moneys,  and  requiring  the  deposit  of 
school  district  moneys  in  such  depositories,  and  exempting  school  dis- 
trict treasurers  from  liability  for  such  deposits. 

Chap.  133,  Apr.  9,  1907. 

522.  Minnesota:  Permitting  investment  of  the  sinking  funds  of  school  districts 

in  certain  securities,  and  relieving  the  treasurers  of  such  districts  and 
the  sureties  upon  their  official  bonds  from  liability  for  any  losses 
incurred  by  reason  of  such  investments. 

Permitting  investments  in  state  bonds,  and  in  bonds  of  any  county, 
school  district,  city,  town,  or  village  of  the  State. 

Chap.  354,  Apr.  23,  1907. 

523.  Missouri:  Repealing,  and  reenacting  with  amendments,  sec.  9850,  art.  1, 

chap.  154,  Revised  Statutes,  1899,  relative  to  settlements  of  county  or 
township  treasurers. 

Sundry  minor  amendments  concerning  procedure  of  settlement.  County 
or  township  treasurer  to  make  detailed  financial  statement  to  school  dis- 
trict clerks. 

H.  B.  No.  218,  page  426,  Mar.  20,  1907. 

524.  New  Jersey:  Providing  for  recovery  of  money,  funds,  or  other  property 

wrongfully  converted,  disposed  of,  or  misappropriated,  or  damage  or 
other  compensation  for  wrongfully  converting,  disposing  of,  or  misappro- 
priating money,  funds,  or  other  property  belonging  to  townships  and 
school  districts. 

Prescribing  procedure. 

Chap.  162,  Apr.  10,  1908. 

525.  New  Jersey:  Regulating  and  providing  for  government  of  cities. 

A general  charter;  sec.  24,  par.  VI,  authorizes  tax  for  the  support  of 
public  schools  and  for  erecting  and  maintaining  public  schoolhouses : 
“ Provided,  however,  That  the  sum  to  be  raised  for  school  purposes  shall 
be  first  fixed  and  determined  by  the  board  of  school  estimates  as  pro- 
vided by  law,  and  not  by  the  board  of  estimates  appointed  under  this  act.’’ 

Chap.  179,  Apr.  11,  1908. 

526.  New  Jersey:  Amending  sec.  185,  chap.  1,  Laws,  1903  (sp.  sess.),  relative 

to  custodian  of  school  moneys. 

Providing  for  the  appointment  of  a custodian  in  joint  school  districts, 
and  for  a collector  in  certain  instances. 

Chap.  223,  Apr.  13,  1908. 

527.  North  Dakota:  Amending  sec.  1016,  Revised  Codes,  1905,  relative  to  re- 

ports by  city  treasurer  of  receipts  and  disbursements  of  moneys  of  inde- 
pendent school  districts. 

Chap.  222,  Mar.  14,  1907. 

83470—09 7 


98 


STATE  SCHOOL  SYSTEMS!  LEGISLATION,  ETC.,  1906-8. 


528.  Ohio:  Supplementing  sec.  4042,  Revised  Statutes  (1905),  authorizing 

boards  of  education  of  districts  having  depositories  for  school  moneys 
to  dispense  with  a treasurer  of  such  funds. 

Clerk  to  perform  duties  of  treasurer  in  such  cases. 

H.  B.  830,  p.  205,  Apr.  27,  1908. 

529.  South  Dakota:  Amending  secs.  1,  3,  and  5,  chap.  156,  Laws,  1905,  relative 

to  the  investment  of  sinking  funds  of  school  districts  in  certain  securities. 

Chap.  101,  Mar.  6,  1907. 

530.  Texas:  Amending  sec.  94,  chap.  124,  Acts,  1905,  relative  to  apportionment 

of  school  funds  among  the  different  school  districts  in  each  county. 

Removing  distinctions  between  white  and  colored  school  districts  as 
such. 

Chap.  106,  Apr.  16,  1907. 

531.  Vermont:  Repealing  sec.  851,  Statutes,  1894,  relative  to  minimum  ex- 

penditures of  district  school  moneys. 

See  act  No.  60,  Dec.  18,  1906.  (Enactment  No.  357.) 

Act.  No.  46,  Dec.  19,  1906. 

532.  Virginia:  Amending  and  reenacting  sec.  1449,  Code,  1904,  relative  to  the 

duties  of  county  treasurer  as  to  school  funds,  and  his  compensation. 
Including  funds  under  control  of  district  school  boards. 

Chap.  309  (in  part),  Mar.  14,  1908. 

533.  Virginia:  Amending  and  reenacting  sec.  1517,  Code,  1904,  relative  to  audit- 

ing and  paying  claims  against  school  districts. 

Providing  for  payment  of  treasurers’  commissions. 

Chap.  325,  Mar.  14,  1908. 

534.  Virginia:  Amending  in  a minor  manner  and  reenacting  sec.  1509,  Code, 

1904,  relative  to  payment  of  warrants  upon  state  school  funds  by  city 
or  county  treasurer. 

Chap.  329,  Mar.  14,  190S. 

535.  Washington:  Amending  sec.  95,  chap.  118,  Laws,  1897  (Code  of  Public 

Instruction),  relative  to  sale  of  school  property  in  cities  having  a popu- 
lation of  10,000  and  over. 

Authorizing  sale  without  vote  of  electors,  under  certain  conditions. 

Chap.  143,  Mar.  13,  1907. 

536.  Washington:  Amending  sec.  88,  chap.  118,  Laws,  1897  (Code  of  Public 

Instruction),  relative  to  treasurers  of  school  districts. 

Providing,  in  certain  instances,  for  the  issuance  of  one  general  certifi- 
cate  authorizing  county  treasurer  to  pay  warrants  for  monthly  bills  of 
school  districts. 

Sec.  8,  chap.  240,  Mar.  18,  1907. 

537.  Wyoming:  Providing  for  regulating  the  deposit  and  safekeeping  of  all 

public  money  belonging  to  the  State,  or  to  any  county,  city,  town,  school 
district  or  other  subdivision  therein;  creating  boards  of  deposit;  pro- 
hibiting the  making  of  profit  out  of  public  funds  by  any  state,  county, 
municipal,  or  other  officer;  prescribing  penalties  and  appropriating  money. 

Chap.  30,  Feb.  15,  1907. 


(b)  Local  (County,  District,  Municipal)  Bonds  and  Indebtedness. 

The  volume  of  legislation  relating  to  the  creation  and  payment  of 
bonded  and  other  forms  of  indebtedness  incurred  for  educational  pur- 
poses for  local  units  is  indicative  of  the  recognized  importance  of 


LOCAL  FINANCE  AND  SUPPORT. 


99 


this  element  of  support  and  of  the  increasing  pressure  developed  by 
reason  of  the  constantly  growing  demands,  both  qualitative  and  quan- 
titative, made  upon  the  public  schools.  Exclusive  of  the  large  num- 
ber of  special  and  local  acts  dealing  with  this  subject,  the  following 
list  contains  oven  TO  legislative  measures  and  judicial  decisions 
of  greater  or  less  importance.  Aside  from  those  legislative  enact- 
ments which  undoubtedly  arose  from  conditions  of  administrative  ex- 
pediency, the  following  seem  worthy  of  special  attention:  Massachu- 
setts (568)  ; Minnesota  (570),  (571)  ; New  York  (581)  ; South  Caro- 
lina (591),  (592)  ; Tennessee  (594) ; Texas  (596),  and  West  Virginia 
(606). 

538.  Arizona:  Amending  par.  2194  (sec.  65,  cliap.  6,  tit.  19),  Revised  Statutes, 
1901,  relative  to  the  use  of  territorial  and  county  apportionment  of 
school  moneys. 

Authorizing  the  expenditure  of  unexpended  balances  for  repairing  and 
improving  school  property  and  purchasing  school  furniture;  prohibiting 
use  of,  for  payment  of  interest  or  principal  of  bonded  debts  or  for  pur- 
chase of  land  for  school  purposes. 

Sec.  11,  chap.  67,  Mar.  21,  1907.  (Jan.  1,  1907.) 

D 539.  Arkansas  (1906)  : The  act  of  1905  (Acts,  1905,  p.  154),  authorizing 
the  special  school  district  of  Little  Rock  to  borrow  money  and  mortgage 
the  real  property  of  the  district  therefor,  empowers  the  district  to 
mortgage  all  or  part  of  the  real  property  of  the  district  as  the  school 
board  mav  deem  advisable. — Schmutz  v.  Special  School  Dist.  of  Little 
Rock,  95  S.  W.,  438. 

D 540.  Arkansas  (1906)  : A special  school  district  is  not  within  the  constitu- 
tional provisions  declaring  that  no  county,  city,  town,  or  municipality 
shall  issue  any  interest-bearing  evidence  of  indebtedness. — Schmutz  v. 
Special  School  Dist.  of  City  of  Little  Rock,  95  S.  W.,  438. 

541.  California:  Adding  sec.  1888a  to  Political  Code,  1906,  relative  to  the  levy 
of  taxes  for  the  payment  of  school  district  bonds. 

Providing  for  proportional  liability  of  indebtedness  in  cases  of  merged, 
annexed,  new,  and  joint  districts. 

Chap.  508,  Mar.  23,  1907. 

D 542.  California  (1905)  : Constitution,  art.  11,  sec.  6,  provides  that  city 
charters  adopted  by  authority  of  the  constitution  shall  be  subject  to  and 
controlled  by  general  laws,  except  in  municipal  affairs.  Art.  4,  sec.  25, 
subdiv.  27,  prohibits  the  passage  of  local  laws  for  the  management  of 
common  schools.  Art.  9,  sec.  5.  requires  the  legislature  to  provide  for 
a system  of  common  schools.  Pol.  Code,  sec.  1576,  provides,  in  effect, 
that  a city,  together  with  territory  annexed  thereto  for  school  purposes, 
shall  constitute  a separate  school  district.  Secs.  1880-1887  authorize 
the  board  of  trustees  of  a school  district  to  issue  bonds  to  raise  money 
for  purchasing  school  sites  or  building  and  improving  school  houses,  etc., 
and  prescribe  the  procedure  for  the  issuance  of  such  bonds.  Held,  that 
while  the  city  may,  when  authorized  by  its  charter,  issue  municipal  bonds 
for  school  purposes,  yet  its  power  so  to  do  is  not  exclusive,  and  the 
school  district,  embracing  the  city  and  territory  attached  thereto  for 
school  purposes,  may,  independently  of  the  city,  issue  district  school 
bonds  in  the  manner  prescribed  by  the  Political  Code. — Los  Angeles  City 
School  Dist.  v.  Longden,  83  P.,  246 ; Los  Angeles  City  High  School  Dist.  v. 
Same,  id.,  248. 

543.  Connecticut:  Authorizing  the  Northwest  School  District  of  Hartford  to 
issue  bonds. 

Permitting  issuance  not  to  exceed  $200,000  at  4 per  cent  interest  for 
fifty  years,  for  payment  of  debts. 

Act  No.  59,  Special  Acts,  Mar.  26,  1907. 


100  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


544.  Connecticut:  Amending  sec.  1,  chap.  137,  Acts,  1905,  concerning  payment 

of  debts  of  joint  school  districts. 

Extending  provisions  to  school  districts  which  have  already  become 
indebted. 

Chap.  80,  May  21,  1907. 

545.  Connecticut:  Authorizing  the  Washington  School  District  of  Hartford 

to  issue  bonds. 

Permitting  issuance  not  to  exceed  $100,000,  at  no  more  than  4 per  cent 
interest,  for  no  more  than  twenty-five  years. 

Act.  No.  82,  Special  Acts,  Apr.  11,  1907. 


546.  Connecticut:  Authorizing  the  Arsenal  School  District  of  Hartford  to 
issue  bonds. 

Permitting  maximum  issuance  of  $200,000 ; interest,  4J  per  cent ; time, 
fifty  years. 

Act  No.  135,  Special  Acts,  May  1,  1907. 


547. 


Connecticut:  Authorizing  the  city  of  New  London  to  issue  school  bonds. 
Permitting  maximum  issue  of  $175,000;  interest,  4 per  cent;  time, 
thirty  years. 

Act  No.  194,  Special  Acts,  May  14,  1907. 


548.  Delaware:  Authorizing  and  empowering  the  board  of  public  education  in 
Wilmington  to  issue  bonds  for  the  purpose  of  erecting,  furnishing,  and 
equipping  new  sehoolhouses. 

In  reality  an  amendment  to  chap.  92,  Laws,  1905,  providing  for  the 
organization  and  control  of  the  public  schools  of  Wilmington,  so  as  to 
permit  the  board  of  education  to  borrow’  not  to  exceed  $20,000  in  any  one 
year  for  building  purposes. 

Chap.  93,  Apr.  6,  1905. 


549.  Delaware:  Prescribing  the  method  by  which  school  districts  may  borrow 
money  for  the  purpose  of  building  and  furnishing  or  improving  and  en- 
larging sehoolhouses. 

Prescribing  procedure — special  election  called  upon  petition  of  ten  or 
more  freehold  taxables.  Providing  for  issuance  and  redemption  of  bonds. 

Chap.  122,  Apr.  4,  1907. 


550.  Delaware:  Repealing  and  reenacting  secs.  1 and  2,  chap.  93,  Law7s,  1905, 
authorizing  and  empowering  “The  Board  of  Public  Education  in  Wil- 
mington ” to  issue  bonds  for  the  purpose  of  erecting,  furnishing,  and 
equipping  new  sehoolhouses  in  the  city  of  Wilmington. 

Increasing  amount  of  immediate  issue  to  $160,000,  and  providing  for 
method  of  payment. 

Chap.  126,  Mar.  4,  1907. 


D 551.  Georgia  (1908)  : Act  of  Dec.  18,  1900  (acts,  1900,  p.  405),  established 
the  public-school  system  in  the  town  of  R.,  giving  exclusive  management 
to  a board  of  school  commissioners.  The  act  provided  that  the  funds 
supporting  the  school  should  be  derived  from  four  sources,  one  of  which 
was  a tax  not  to  exceed  one-half  of  one  per  cent  by  the  council  of  the 
town,  on  recommendation  of  the  school  board.  Such  board  recommended 
the  levy  of  a tax  of  one-half  of  one  per  cent  for  the  maintenance  of  a 
school  for  the  scholastic  year.  The  council  refused  to  levy  the  tax.  Act 
of  Aug.  21,  1905  (acts,  1905,  p.  514),  repealed  the  former  act.  Held  not 
to  have  a retrospective  effect  so  as  to  impair  the  obligation  of  a contract 
made  by  virtue  of  the  repealed  law.— Dennington  v.  Town  of  Roberta, 
61  S.  E.,  20. 

1)552.  Illinois  (1904):  Since  under  the  direct  provisions  of  constitution,  art. 
9,  sec.  12,  no  school  district  has  power  to  become  indebted  for  any  pur- 
pose to  an  amount,  including  its  existing  indebtedness,  in  the  aggregate 
exceeding  5 per  centum  on  the  value  of  the  taxable  property  therein, 
Laws,  1901,  p.  296,  amending  the  school  law  (Laws,  1899,  p.  277),  secs.  41, 


LOCAL  FINANCE  AND  SUPPORT. 


101 


42.  providing  that  any  school  district  having  a population  of  at  least 
2,000  inhabitants  is  authorized  to  establish  and  maintain  a high  school, 
and  authorizing  the  election  of  a board  of  education  therefor,  are  in- 
effectual to  authorize  a district  to  incur  a debt  beyond  5 per  centum  of  the 
taxable  property  in  a school  district. — Russell  v.  High  School  Board  of 
Education  of  School  Dist.  No.  131.  72  N.  E.,  441;  212  111.,  327. 

D 553.  Illinois  (1906)  : Constitution,  art.  9,  sec.  12,  provides  that  no  municipal 
corporation  shall  be  allowed  to  become  indebted  to  exceed  5 per  cent  of 
the  value  of  the  taxable  property.  Hurd’s  Rev.  St.,  1905,  p.  1823,  chap. 
122,  sec.  202,  provides  that  city  authorities  may  levy  for  school  purposes 
a tax  “not  to  exceed  two  and  one-half  per  cent  for  building  purposes.” 
Held,  that  a city  can  levy  a 2£  per  cent  tax  to  complete  a school  building 
for  which  it  is  already  indebted  to  the  constitutional  limit. — People  v. 
Chicago  & T.  R.  Co.,  79  N.  E.,  151 ; 223  111.,  448. 

554.  Indiana:  Transferring  to  the  special  school  revenue  of  school  towns  taxes 

in  the  possession  of  but  which  have  been  illegally  levied  by  boards  of 
school  trustees  of  incorporated  towns  for  the  payment  of  bonds  illegally 
issued  by  such  boards  for  money  with  which  to  repair  and  improve  school 
buildings. 

Chap.  55,  Feb.  25,  1907. 

555.  Indiana:  Empowering  the  board  of  school  trustees  in  cities  of  the  second 

class  (45,000-100,000)  to  issue,  negotiate,  and  sell  bonds  of  the  school 
city  or  corporation  (maximum,  $150,000)  to  procure  means  to  erect 
school  buildings  in  such  school  city  or  corporation,  or  to  pay  for  the  cost 
of  buildings  already  erected  therein,  or  any  other  indebtedness  of  the 
school  city  or  corporation;  to  levy  and  collect  special  taxes  for  the  pay- 
ment of  such  bonds. 

Chap.  107,  Mar.  5,  1907. 

556.  Indiana:  Amending  sec.  4,  chap.  200,  Laws,  1903  (sec.  5915y,  Burns’  Anno- 

tated Statutes,  Supplement,  1905),  relative  to  additional  bond  issues  for 
school  purposes. 

Chap.  224,  Mar.  9,  1907. 

557.  Indiana:  Authorizing  and  empowering  boards  of  trustees  of  school  cities 

of  all  cities  incorporated  under  the-general  laws  of  this  State  and  boards 
of  trustees  of  school  towns  of  all  incorporated  towns  of  this  State  to 
issue  bonds  for  the  purpose  of  funding  or  refunding  their  indebtedness, 
reducing  the  rate  of  interest  on  preexisting  obligations,  or  taking  up  or 
canceling  bonds,  notes,  or  other  obligations  already  due  or  which  shall 
hereafter  become  due,  and  making  it  the  duty  of  the  board  of  trustees 
of  such  school  cities  or  school  towns  to  levy  taxes  for  the  payment  of 
the  interest,  and  authorizing  the  board  of  trustees  of  such  school  cities 
and  school  towns  to  provide  sinking  funds  for  the  liquidation  of  the 
principal  of  such  bonds. 

Chap.  263,  Mar.  12,  1907. 


558.  Indiana:  Providing  for  the  raising  of  funds  for  the  purchase  of  school 
sites  and  erection  of  buildings  thereon  in  incorporated  towns  having  a 
population  of  not  more  than  two  thousand. 

Authorizing  board  of  school  trustees,  by  and  with  the  consent  of  board 
of  trustees  of  town,  to  issue  bonds  not  to  exceed  $6,000  in  amount ; pro- 
viding for  refunding,  sale  of  property,  special  tax  levy,  and  application 
of  surplus  revenue. 

Chap.  268,  Mar.  12,  1907. 


559.  Indiana:  Authorizing  the  board  of  school  trustees  in  incorporated  towns 
or  cities  of  a certain  population  (less  than  5,000)  to  negotiate  and 
sell  the  bonds  of  school  towns  or  cities  (maximum,  $40,000)  to  procure 


102  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


the  means  with  which  to  erect  school  buildings,  by  and'  with  the  consent 
of  the  board  of  trustees  of  any  incorporated  town  or  the  common  council 
of  any  city  in  which  such  school  town  or  city  is  located,  and  authorizing 
the  levy  and  collection  of  an  additional  special  school  tax  and  the  appli- 
cation of  the  surplus  special  school  revenue  for  the  payment  of  such  bonds. 

Chap.  285,  Mar.  12,  1907. 

560.  Iowa:  Repealing  chap.  140,  Laws,  1906,  relative  to  school  district  bonds, 

and  enacting  a substitute. 

Sundry  minor  amendments  concerning  procedure  for  issuance,  desig- 
nation, and  redemption. 

Chap.  152,  Apr.  4,  1907. 

561.  Kansas : Authorizing  board  of  education  of  the  city  of  Lawrence  to  increase 

rate  of  interest  upon  certain  bond  issue. 

Applies  to  bond  issue  of  $40,000  (Apr.,  1907)  for  the  erection  of  a man- 
ual-training high-school  building,  which  bonds  can  not  be  sold.  Author- 
izing board  of  education  to  increase  rate  of  interest  from  4 to  5 per  cent. 
Providing  for  submission  to  electors. 

Chap.  72,  Jan.  21,  190S. 

562.  Kansas:  Enabling  school  districts  to  issue  bonds  to  pay  outstanding 

warrants. 

Applicable  to  districts  having  a valid  indebtedness  exceeding  $5,000. 
Issuance  of  refunding  bonds  not  to  exceed  10  per  cent  of  assessed  valua- 
tion of  taxable  property.  Must  conform  to  secs.  517-528,  General  Stat- 
utes, 1901,  and  sec.  9,  chap.  472,  Laws,  1905. 

Chap.  324,  Mar.  5,  1907. 

563.  Kansas:  Relating  to  issue  of  bonds  to  erect,  furnish,  and  equip  county 

high-school  buildings  by  counties  that  have  already  established  county 
high  schools  under  the  provisions  of  chap.  180,  Laws,  1897,  as  amended 
by  chap.  433,  Laws,  1903. 

Relating  to  counties  having  a population  of  less  than  2,500.  Providing 
for  issuance  of  bonds  and  prescribing  conditions  therefor. 

Chap.  332,  Mar.  12,  1907. 

564.  Massachusetts : Authorizing  the  city  of  New  Bedford  to  incur  indebtedness 

for  school  purposes. 

Permitting  city  of  New  Bedford,  for  the  purpose  of  purchasing  sites 
and  erecting  three  new  school  buildings  and  an  addition  to  a fourth,  to 
incur  indebtedness  beyond  the  limit  fixed  by  law  to  an  amount  not  ex- 
ceeding $225,000. 

Chap.  185,  Mar.  12,  1907. 

565.  Massachusetts:  Authorizing  the  city  of  Lynn  to  incur  indebtedness  for 

school  purposes. 

Permitting  the  city  of  Lynn  to  borrow  money  to  the  amount  of  $150,000 
in  excess  of  the  debt  limit  fixed  by  law,  for  the  purchase  of  a site  and  the 
erection  of  a building  for  the  classical  high  school. 

Chap.  192,  Mar.  12,  1907. 

566.  Massachusetts:  Authorizing  the  town  of  Revere  to  incur  indebtedness  for 

a new  high  school  building. 

Permitting  the  town  of  Revere  to  borrow  money  beyond  the  debt  limit 
fixed  by  law  to  an  amount  not  exceeding  $125,000,  for  the  purchase  of  a 
site  and  the  erection  of  a new  high  school  building. 

Chap.  230,  Mar.  20,  1907. 

567.  Massachusetts:  Authorizing  the  city  of  Fall  River  to  incur  indebtedness 

for  school  purposes. 

Permitting  city  of  Fall  River  to  incur  indebtedness  beyond  the  debt 
limit  fixed  by  law  to  an  amount  not  exceeding  $200,000,  in  order  to 
acquire  land  for  school  purposes  and  to  build  schoolhouses. 

Chap.  338,  Apr.  24,  1907. 


LOCAL  FINANCE  AND  SUPPORT. 


103 


568.  Massachusetts:  Relative  to  tlie  construction  of  school  bouses  in  the  city 

of  Boston. 

Providing  for  the  annual  issuance  of  bonds  not  exceeding  $1,000,000 
for  1007  and  1008  and  not  exceeding  $500,000  thereafter,  for  the  con- 
struction of  sclioolhouses  in  the  city  of  Boston.  School  committee  to 
estimate  need  of  school  accommodations  and  board  of  sclioolhouse  com- 
missioners to  certify  cost. 

Chap.  450,  May  24,  1907. 

569.  Michigan:  Amending  sec.  1,  chap.  6,  act  No.  164,  acts  1881  (sec.  4717, 

Compiled  Laws,  1897),  authorizing  school  districts  to  borrow  money. 

Requiring  majority  (formerly,  two-thirds)  vote  at  district  meeting. 
Providing  for  estimate  by  board  of  education  of  amount  necessary  to  be 
borrowed.  Substituting  for  graded  limitation  of  indebtedness  a general 
limitation  applicable  to  all  school  districts.  Special  proviso  for  school 
districts  having  one  hundred  or  more  children. 

Act  No.  256,  June  27,  1907.’ 

570.  Minnesota:  Authorizing  cities  having  a population  of  more  than  50,000 

inhabitants  to  issue  and  sell  bonds  for  public  high  school  buildings  and 
sites. 

Maximum  issue  $800,000.  Authorization  by  city  council  before  Janu- 
ary 1,  1910.  Excepting  such  bonds  from  debt  limit.  Prescribing  term 
and  method  of  issuance. 

Chap.  20,  Feb.  27,  1907. 

571.  Minnesota:  Authorizing  cities  having  a population  of  more  than  50,000 

inhabitants  to  issue  and  sell  bonds  for  public  graded  school  buildings 
N and  sites. 

Maximum  issue  $300,000.  Authorization  by  city  council  before  Janu- 
ary 1,  1910.  Excepting  such  bonds  from  debt  limit.  Prescribing  term 
and  method  of  issuance. 

Chap.  21,  Feb.  27,  1907. 

572.  Minnesota:  Authorizing  municipalities  to  issue  bonds  to  the  State  of 

Minnesota. 

Municipality  to  include  school  districts.  Prescribing  procedure  for 
issuance. 

Chap.  122,  Apr.  6,  1907. 

573.  Minnesota:  Amending  sec.  1327,  Revised  Laws,  1905,  relative  to  powers 

and  duties  of  school  boards. 

Providing  for  issuance  of  orders  for  the  payment  of  indebtedness  which 
can  not  be  paid  for  want  of  funds. 

Sec.  2,  chap.  445,  Apr.  25,  1907. 

D 574.  Minnesota  (1906)  : Gen.  Laws,  1905,  pp.  93,  94,  chaps.  76,  77,  legalizing 
school  bonds  theretofore  voted  upon  by  cities  for  high  schools  and  graded 
schools  under  the  provisions  of  Gen.  Laws  1893,  p.  333,  chap.  204,  and 
acts  amendatory  thereto,  are  curative  acts,  and  not  special  legislation,  in 
conflict  with  Const,  art.  4,  secs.  33,  34,  because  the  classification  is  arbi- 
trary, in  that  all  bonds  are  not  included  therein,  and  the  acts  are  limited 
to  cities  wherein  at  the  election  a two-thirds  majority  of  the  votes  of 
those  voting  on  the  proposition  was  obtained  in  favor  of  the  bonds,  and 
the  cities  to  which  the  law  applies  are  those  that  voted  for  the  issuance 
of  bonds  under  the  law  of  1893  as  amended. — State  v.  Brown,  106  N.  W., 
477 ; 97  Minn.,  402. 

575.  Montana:  Validating  the  acts  of  boards  of  county  commissioners  in  estab- 
lishing and  locating  county  free  high  schools,  and  of  boards  of  county 
free  high-school  trustees  in  issuing  bonds  for  the  erection  of  high-scliool 
buildings. 


Chap.  61,  Mar.  1,  1907. 


104  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1900-8. 


576.  Nebraska:  Repealing,  and  reenacting  with  amendments,  secs.  4,  5,  and  6, 

subdiv.  15,  chap.  79,  Compiled  Statutes,  1905  (secs.  11822-11824,  Cob- 
bey’s  Annotated  Statutes,  1903),  relative  to  bonds  for  school  purposes. 

Excepting  districts  having  over  150  (previously,  200)  school  children 
from  5 per  cent  limitation.  Permitting  such  districts  to  issue  bonds  not 
to  exceed  10  per  cent  of  assessed  valuation. 

Chap.  130,  Apr.  5,  1907. 

577.  Nevada:  Enabling  the  several  school  districts  of  the  State  to  issue  bonds 

for  the  purpose  of  erecting  and  furnishing  school  buildings,  or  for  pur- 
chasing ground,  or  for  refunding  floating  funded  debts,  and  providing  for 
the  payment  of  the  principal  and  interest. 

Chap.  59,  Mar.  12,  1907. 

578.  New  Jersey:  Authorizing  counties,  cities,  towns,  townships,  boroughs, 

villages,  school  districts,  committees,  commissioners,  and  all  other  mu- 
nicipalities to  fix  the  rate  of  interest  on  bonds  hereafter  issued  pursuant 
to  the  authority  of  any  general  or  special  law  or  laws  of  the  State  at  not 
exceeding  5 per  cent  per  annum. 

Chap.  19,  Mar.  18,  1908. 

579.  New  Jersey:  Repealing  chap.  277,  Laws,  1906,  as  supplementing  secs.  103, 

104,  105,  chap.  1,  Laws,  1903  (sp.  sess.,  Oct.  15),  relative  to  bonds  issued 
by  consolidated  school  districts  existing  previous  to  the  passage  of  chap.  1, 
Laws,  1903,  establishing  a thorough  and  efficient  school  system,  etc. 

Chap.  86,  Apr.  17,  1907. 

580.  New  Jersey:  Authorizing  municipalities  to  borrow  money  to  meet  the 

necessities  of  public  schools. 

Special  provision  to  meet  needs  for  March,  April,  May,  and  June  of 
1908. 

Chap.  271,  Apr.  14,  1908. 

581.  New  York:  Authorizing  the  city  of  Buffalo  to  issue  bonds  to  the  amount 

of  $600,000  for  the  purchase  of  school  sites  and  the  erection  and  enlarge- 
ment of  school  buildings. 

Chap.  53,  May  19,  1908. 

582.  New  York:  Legalizing  certain  bonds  for  high  school  in  the  city  of  Syra- 

cuse as  authorized  by  chap.  659,  Laws,  1905,  as  amended  by  chap.  58, 
Laws,  1907. 

Chap.  592,  July  16,  1907. 

D583.  North  Carolina  (1906)  : School  districts  are  public  quasi  corporations, 
included  in  the  term  “ municipal  corporations  ” as  used  in  art.  7,  sec.  7,  of 
our  constitution,  and  so  come  within  the  express  provisions  of  sec.  7, 
that  “no  county,  city,  or  other  municipal  corporation,  shall  contract  any 
debt,  pledge  its  faith,  or  loan  its  credit,  etc.,  nor  shall  any  tax  be  levied 
unless  by  a vote  of  the  qualified  voters.”  And  the  principle  of  uniform- 
ity is  established  and  required  by  sec.  9 of  this  article. — Smith  v.  Board 
of  Trustees  of  Robersonville  Graded  School,  53  S.  E.,  524. 

584.  North  Dakota:  Amending  sec.  912,  Revised  Codes,  1905,  relative  to  the 

issuance  of  school  bonds. 

Reducing  interest  rate  from  7 to  5 per  cent,  and  fixing  maximum  limit 
of  issue  at  5 per  cent  of  assessed  valuation  for  all  districts. 

Sec.  9,  chap.  95,  Mar.  19,  1907. 

585.  Oklahoma:  Authorizing  boards  of  education  of  cities  and  school  districts 

to  issue  bonds. 

Expenditure  for  sites  and  buildings.  Limit  of  indebtedness,  5 per 
cent  of  assessed  valuation. 

Chap.  77,  S.  B.  458,  p.  673,  May  29,  1908. 


LOCAL  FINANCE  AND  SUPPORT. 


105 


5S6.  Pennsylvania:  Repealing  act  No.  225,  Laws,  1871,  empowering  court  of 
common  pleas  to  authorize  school  directors  to  borrow  money. 

Bonds  issued  in  noncompliance  with  said  act  to  be  valid. 

Act  No.  154,  May  10,  1907. 

587.  Pennsylvania:  Providing  for  the  payment  of  the  premiums  on  bonds  of 

county,  city,  borough,  school  district,  and  township  employees. 

Allowing  municipality  to  pay  premium  if  bond  is  required  to  be  in- 
dorsed by  surety  company. 

Act  No.  173,  May  23,  1907. 

588.  Pennsylvania:  Supplementing  act  No.  260,  Acts,  1903,  relative  to  the  an- 

nexation of  any  city,  borough,  township,  or  part  of  a township,  to  a con- 
tiguous city,  and  providing  for  the  indebtedness  of  the  same. 

Providing  for  the  preservation  of  the  rights  of  creditors  and  liens, 
and  for  funding  the  debt  of  the  municipality  or  school  district  annexed. 

Act  No.  271,  June  1,  1907. 

589.  Pennsylvania:  Proposing  to  amend  sec.  8,  art.  9 of  the  constitution,  al- 

lowing counties,  cities,  boroughs,  townships,  school  districts,  or  other 
municipal  or  incorporated  districts  to  increase  their  indebtedness. 
Increasing  lawful  indebtedness  from  7 to  10  per  cent. 

Jt.  Res.  No.  2,  1907  (p.  834). 

590.  Rhode  Island:  Authorizing  the  city  of  Pawtucket  to  issue  bonds  ($100,- 

000)  for  school  construction  purposes. 

Chap.  1611,  Apr.  10,  1908. 

591*.  South  Carolina:  Providing  for  the  issuing  of  bonds  in  public  school 
districts. 

Act  No.  246,  p.  522,  Feb.  19,  1907. 

592*.  South  Carolina:  Exempting  from  taxation  all  bonds  issued  by  school 
districts  for  erection  of  school  buildings,  for  equipment,  for  maintaining 
public  schools,  or  for  paying  indebtedness. 

Chap.  473,  Feb.  14,  190S. 

593.  South  Dakota:  Relating  to  issuance  of  bonds  by  boards  of  education  in 

cities  of  the  first  class,  and  bonds  for  school  districts  created  by  special 
act. 

Arts.  IX  and  X,  chap.  135,  Mar.  13,  1907. 

594.  Tennessee:  Authorizing  incorporated  boards  of  education  of  public  schools 

in  cities  and  taxing  districts  of  100,000  inhabitants  or  over,  according 
to  the  federal  census  of  1900,  or  any  future  census,  to  issue  bonds  for 
certain  school  purposes. 

Fixing  maximum  issue  at  $300,000,  and  providing  for  payment  of  inter- 
est and  for  redemption. 

Chap.  41,  Feb.  12,  1907. 

595.  Texas:  Amending  the  charter  of  the  city  of  Dallas  and  amendatory  acts 

thereto,  by  adding  sec.  120b,  confirming,  ratifying,  and  validating  cer- 
tain series  of  municipal  coupon  bonds  issued  by  the  city  of  Dallas. 
Among  others,  bonds  issued  for  high  and  other  school  buildings. 

Special  Laws,  chap.  25,  Mar.  16,  1907. 

596.  Texas:  Amending  sundry  sections  of  the  charter  of  the  city  of  Galveston. 

Authorizing  issuance  of  bonds  for  the  construction,  maintenance,  and 
repair  of  public  schoolhouses.  (Sec.  7-71b.) 

Special  Laws,  chap.  63,  Apr.  5,  1907. 

D597.  Texas  (1908)  : The  inherent  power  of  a legislature  to  pass  laws  not 
prohibited  by  the  constitution  can  not  be  invoked  to  render  a special  act 


106  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


of  the  legislature  valid,  creating  an  independent  school  district  (Sp. 
Laws,  1907,  p.  139,  chap.  8),  and  transferring  a preexisting  indebtedness 
of  a municipality  included  therein  to  the  new  district,  where  the  act 
was  passed  as  a special  or  local  law,  contrary  to  constitution,  art.  3, 
sec.  57,  requiring  notice  of  intention  to  apply  for  the  passage  of  the 
act,  and  could  only  have  been  passed  under  the  special  power  granted 
in  sec.  3,  art  7,  of  the  constitution,  providing  that  the  legislature  may 
provide  for  the  formation  of  school  districts  within  counties  of  the  State 
by  general  or  special  law,  without  the  local  notice  required  in  other 
cases  of  special  legislation,  which  section  did  not  authorize  the  transfer 
of  a bonded  indebtedness  to  the  new  district  created,  and  hence  a law 
passed  pursuant  thereto,  which  attempted  to  transfer  such  indebtedness, 
was  void. — Cummins  v.  Gaston,  109  S.  W.,  476. 

598.  Utah:  Amending  sec.  35,  chap.  107,  relative  to  the  bonded  indebtedness 

of  taxable  property  in  school  districts. 

Fixing  maximum  total  indebtedness  at  4 per  cent  of  the  value  of  the 
taxable  property. 

Chap.  81,  Mar.  14,  1907. 

599.  Utah:  Amending  sec.  1944,  Revised  Statutes,  1908,  relative  to  issuance, 

etc.,  of  bonds  in  city  school  districts. 

Chap.  133,  Mar.  23,  1907. 

600.  Virginia:  Authorizing  county  school  boards  to  loan  to  the  district  school 

boards  of  their  respective  counties  funds  belonging  to  said  county  school 
boards  derived  by  gift  or  devise,  taking  the  obligation  of  the  district 
school  boards  for  the  same. 

Maximum  loan,  $1,000 ; to  be  used  for  the  erection  of  schoolhouses. 

Chap.  223,  Mar.  12,  1908. 

601.  Washington:  Amending  secs.  117,  119,  121,  chap.  118,  Laws,  1897  (Code  of 

Public  Instruction),  relative  to  the  issuance  of  bonds  by  school  districts. 

Including  joint  school  districts  within  operation  of  act.  Decreasing 
rate  of  interest  on  bonds  from  10  to  6 per  cent.  Defining  necessary  school 
expenses.  Providing  for  investment  of  sinking  funds ; tax  levies  in  joint 
districts. 

Chap.  101,  Mar.  11,  1907. 

602.  Washington:  Amending  sec.  117,  chap.  118,  Laws,  1897  (Code  of  Public 

Instruction),  relative  to  limit  of  bonded  indebtedness  of  school  districts. 

Lowering  rate  of  interest  from  10  to  6 per  cent.  Defining  necessary 
school  expense. 

Sec.  71  chap.  240,  Mar.  18,  1907. 

603.  Washington:  Amending  sec.  120  (Code  of  Public  Instruction),  relative  to 

sale  of  bonds  of  school  districts. 

Sec.  9,  chap.  240,  Mar.  18,  1907. 

604.  Washington : Amending  sec.  121  (Code  of  Public  Instruction),  relative  to 

payment  of  bonds. 

Providing  for  investment  of  sinking  fund. 

Sec.  10,  chap.  240,  Mar.  18,  1907. 

605.  West  Virginia:  Authorizing  the  board  of  education  of  the  school  district 

of  Wheeling  to  borrow  money  and  issue  bonds  for  the  purchase  and  con- 
struction of  property  and  buildings. 

Maximum  total  issue,  2 per  cent  of  assessed  valuation  of  property. 
Submission  to  vote. 

Chap.  7,  Mar.  3,  1908  (sp.  sess.). 

606.  West  Virginia:  Providing  for  investment  of  sinking  funds  established  for 

the  purpose  of  paying  off  the  bonded  indebtedness  of  any  county,  district, 
school  district,  independent  school  district,  city,  town,  or  village. 

Chap.  11,  Feb.  21,  1908. 


LOCAL  FINANCE  AND  .SUPPORT. 


107 


607.  Wisconsin:  Creating  sees.  553n  and  553o,  Statutes,  1898,  authorizing  any 

village  to  bear  a part  of  the  cost  of  county  schools  of  agriculture  and 
domestic  economy,  and  to  issue  bonds  therefor. 

Limiting  expenditure  to  one-fifth  of  the  cost  of  such  school. 

Chap.  11,  Mar.  16,  1907. 

608.  Wisconsin:  Amending  subdiv.  3,  sec.  926-11,  Statutes,  1898,  relative  to 

the  power  of  the  common  councils  of  cities  under  special  charters  to 
issue  bonds  for  school  purposes. 

Authorizing  issuance  of  bonds  for  site  and  buildings  for  parental 
school. 

Chap.  114,  May  20,  1907. 

609.  Wisconsin:  Legalizing  certain  bonds  heretofore  issued  by  school  districts 

organized  under  the  township  system  and  authorizing  issue  of  bonds  by 
such  districts  for  other  purposes. 

Chap.  199,  June  12,  1907. 

610.  Wisconsin:  Amending  sec.  261,  Statutes,  1898,  as  amended  by  chap.  129, 

Laws,  1899,  as  amended  by  chap.  123,  Laws,  1901.  relative  to  school  dis- 
trict loans. 

Requiring  two-thirds  of  assessed  valuation  to  be  on  real  estate. 

Chap.  216,  June  14,  1907. 


(c)  Local  (County,  District,  Municipal)  Taxation  for  School  Purposes. 

As  noted  in  the  review  of  the  legislation  concerning  local  taxation 
for  school  purposes  during  1904-1906,  there  is  a decided  tendency  on 
the  part  of  the  States  to  give  to  local  school  jurisdictions  a consider- 
ably wider  authority  in  the  provision  of  adequate  support  for  public 
schools.  This  tendency  is,  in  fact,  but  a part  of  the  larger  and  more 
inclusive  one  which  is  slowly,  but  certainly,  becoming  characteristic 
of  the  attitude  of  the  American  people  toward  their  public  schools; 
that  is,  to  utilize,  in  as  large  manner  as  is  consistent  with  wise  public 
economy,  all  of  the  available  means  which  may  properly  be  directed 
toward  the  increase  of  the  material  resources  available  for  meeting 
the  educational  necessity.  The  enactments  in  Arkansas  (439),  (613), 
Georgia  (618),  Indiana  (631),  Louisiana  (636),  and  Washington 
(670),  are  typical  of  the  larger  movement  represented  by  this  legisla- 
tion to  increase  the  limit  of  local  taxation  for  school. purposes. 

611.  Arizona:  Amending  par.  2256,  sec.  126,  Revised  Statutes,  1901,  relative 

to  special  school  district  tax. 

Adding  provisions  regarding  tax  levy  for  construction,  repairing, 
equipment,  etc.,  of  school  buildings;  for  additional  school  lands;  and  for 
water  for  irrigation. 

Chap.  60,  Mar.  21,  1907. 

612.  Arizona:  Amending  par.  2256  (sec.  126,  chap.  15,  tit.  19),  Revised  Statutes, 

1901,  relative  to  the  levying  of  a special  school  district  tax. 

Section  modified  so  as  to  accord  with  the  new  provision  regarding  mini- 
mum length  of  school  term — six  months.  (See  enactment  No.  968.) 

Sec.  20,  chap.  67,  Mar.  21,  1907.  (July  1,  1907.) 


108  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


613*.  Arkansas:  Amending  sec.  7590,  Kirby’s  Digest,  1904,  relative  to  powers  of 
annual  school  meetings. 

Raising  maximum  limit  of  local  tax  levy  for  school  purposes  from  one- 
half  of  1 per  cent  to  seven-tenths  of  1 per  cent. 

Sec.  2,  act  No.  189,  Apr.  17,  1907. 

614.  California:  Amending  sec.  1576,  Political  Code,  1906,  relative  to  forma- 

tion of  school  districts,  providing  for  the  addition  of  territory  thereto  and 
taxaton  thereof. 

Providing  that  last  assessment  roll  of  county  assessor  shall  be  basis  of 
taxation  of  annexed  district. 

Chap.  83,  Mar.  4,  1907. 

615.  Delaware:  Amending  sec.  11,  chap.  92,  Laws,  1904-5,  relative  to  determi- 

nation and  appropriation  of  school  taxes  in  the  city  of  Wilmington. 

Appropriation  for  general  expenses  for  1907-8  to  be  not  less  than 
$188,000  (not  to  exceed  $182,000  in  1905-6),  with  annual  increase  for  any 
succeeding  year  not  to  be  less  than  2 per  cent  (formerly  not  to  be 
greater  than  1|  per  cent).  Adding  provision  that  council  shall  have 
power  to  designate  what  proportion  of  any  appropriation  above  the  mini- 
mum shall  be  used  to  adjust,  equalize,  and  increase  teachers’  salaries. 

Chap.  125,  Mar.  1.  1907. 

616.  Delaware:  Directing  county  treasurer  of  Newcastle  County  to  pay  to 

“ The  Board  of  Public  Education  in  Wilmington  ” all  sums  received  or  to 
be  received  from  colored  school  taxes  assessed  against  real  estate  in  the 
city  of  Wilmington  for  the  years  1902,  1903,  1904,  and  1905,  and  providing 
for  the  distribution  of  the  same. 

Chap.  127,  Mar.  4,  1907. 

D 617.  Florida  (1908)  : Under  Laws,  1907,  p.  3,  chap.  5596,  the  general  power 
is  conferred  on  county  commissioners  to  determine  the  amount  to  be 
raised  for  all  county  purposes,  and  by  chap.  5606,  p.  84,  Laws,  1907,  they 
are  required  to  ascertain  and  determine  the  amount  to  be  raised  for 
county  purposes,  including  current  expenses,  etc.,  and  are  authorized  to 
levy  a tax  of  not  more  than  5 mills  on  the  dollar  on  the  property  in  the 
county,  and  it  is  further  provided  that  the  county  commissioners  shall 
levy  a tax  not  to  exceed  7 mills  nor  less  than  3 mills  on  the  property  in 
the  county  for  county  school  purposes.  Held  not  to  authorize  county 
commissioners  to  revise  the  decision  of  the  county  board  of  public  in- 
struction under  Gen.  Stat.,  1906,  sec.  347,  as  to  the  millage  required 
for  the  maintenance  of  the  county  schools,  when  it  is  within  the  constitu- 
tional limits,  and  the  estimates  include  no  illegal  items. — Tomasello  v. 
Board  of  Public  Instruction  for  Santa  Rosa  County,  45  So.,  886. 

618.  Georgia:  Amending  act  No.  59,  p.  425,  acts,  1905,  relative  to  creation  and 
operation  of  local  tax  district  schools,  for  levying  and  collection  of  local 
tax  by  the  counties  for  educational  purposes,  for  laying  off  of  counties 
in  school  districts,  and  for  other  purposes. 

Amending  ’caption  of  the  act  so  as  to  provide  for  its  proper  enforce- 
ment, for  laying  off  of  counties  into  districts  of  reasonable  size,  for 
election  of  district  trustees,  whether  a local  tax  is  levied  and  collected  or 
not.  Providing  also  a correct  method  of  assessing  and  collecting  taxes 
for  school  purposes  in  local  districts;  making  corporate  property  subject 
to  local  taxation. 

Act  No.  549,  p.  61,  Aug.  21,  1906. 

D 619.  Georgia  (1906):  The  third  and  fourth  sections  of  the  act  approved 
August  23,  1905  (acts,  1905,  pp.  427,  428),  providing  for  the  levying  and 
collection  of  a local  tax  by  school  districts  laid  off  in  the  maimer  pre- 
scribed, are  inoperative,  inasmuch  as  the  method  provided  for  the  assess- 
ment of  the  tax  is  antagonistic  to  art.  7,  sec.  2,  par.  1 of  the  constitution, 
because  an  ad  valorem  tax  is  imposed  only  upon  the  property  of  those 
taxpayers  required  by  law  to  make  return  of  their  property  to  the  county 
tax  receiver,  and  not  upon  the  property  of  another  class  of  taxpayers, 
such  as  railroad  companies,  who  are  required  to  make  returns  to  the 
comptroller-general. — Brown  v.  Southern  Ry.  Co.,  54  S.  E.,  728. 


LOCAL.  FINANCE  AND  SUPPORT. 


109 


D 020.  Georgia  (1906)  : The  act  approved  August  23,  1905  (acts,  1905,  p.  425), 
entitled  “An  act  to  provide  for  the  creation  and  operation  of  local  tax 
district  schools,  for  the  levying  and  collection  of  local  tax  by  counties 
for  educational  purposes,  for  the  laying  off  of  counties  in  school  districts, 
and  for  other  purposes,”  is  not  unconstitutional  because  of  the  proviso 
in  the  second  section  of  the  body  of  the  act,  whereby  incorporated  towns 
operating  a public-school  system  are  not,  without  the  consent  of  the 
municipal  authorities,  included  in  the  election  held  in  the  county  for  the 
purpose  of  determining  whether  a school  tax  shall  be  levied.  The  sub- 
ject-matter of  the  proviso  is  germane;  and  is  not  at  variance  with  the 
title  of  the  act. — Georgia  R.  and  Banking  Co.  v.  Hutchinson,  54  S.  E., 
725. 

D 621.  Georgia  (1907)  : Act  of  Aug.  23,  1905  (acts,  1905,  p.  425),  as  amended 
by  act  of  Aug.  21,  1906  (-acts,  1906,  p.  61),  providing  for  the  creation  of 
local  tax  district  schools,  is  not  a violation  of  the  uniformity  rule  of 
the  constitution  as  to  taxation  for  the  reason  that  the  scheme  of  taxation 
as  to  amount  and  method  of  collection  is  different  when  taxes  are  levied 
and  collected  for  district  schools  from  what  it  is  when  collected  for 
county  schools. — Edalgo  v.  Southern  Ry.  Co.,  58  S.  E.,  846. 

622.  Idaho:  Amending  sec.  84,  H.  B.  No.  42,  Laws,  1899,  as  amended  by  sec.  2, 
S.  B.  No.  98,  Laws,  1903,  relative  to  the  powers  and  duties  of  boards  of 
school  trustees. 

Increasing  maximum  levy  of  special  taxes  from  15  to  20  mills. 

H.  B.  No.  201,  p.  304,  Mar.  13,  1907. 

623*.  Illinois:  Amending  sec.  1,  art.  8,  acts,  1889,  as  amended  by  acts,  1899, 
p.  350,  sec.  202,  chap.  122,  Hurd’s  Revised  Statutes,  relative  to  taxation 
for  the  establishment. and  maintenance  of  a system  of  free  schools. 

Adding  proviso  that  in  cities  of  less  than  100,000  inhabitants  the 
expense  of  improvement,  repair,  or  benefit  of  school  buildings  or  property 
shall  be  paid  from  that  portion  of  tax  levied  for  building  purposes. 

Adding  further  proviso  that  no  election  nor  petition  is  necessary  to 
levy  tax  for  repair  or  improvement  or  to  pay  any  special  tax  or  assess- 
ment upon  the  property. 

H.  B.  186,  p.  519,  May  20,  1907. 

624.  Illinois:  Repealing  acts,  1893,  p.  176,  relative  to  boards  of  school  in- 
spectors elected  under  special  acts,  as  amended  by  p.  292,  acts,  1897 ; 
and  p.  99,  Acts,  1895,  relative  to  increasing  the  number  of  school  inspect- 
ors elected  under  special  acts  from  six  to  seven  members;  and  repealing 
and  reenacting  a substitute,  p.  381,  acts,  1905,  relative  to  election  of 
boards  of  inspectors  in  certain  cases.® 


H.  B.  394,  p.  525,  May  25,  1907. 


D625.  Illinois  (1904)  : Where  taxes  have  been  paid  for  school  purposes  with- 
out objection  or  protest,  their  use  for  the  purposes  for  which  they  were 
levied  and  designed  will  not  be  prevented  by  any  mere  technical  objec- 
tions as  to  the  manner  in  which  the  levy  was  made. — Trustees  of  Schools 
v.  Board  of  School  Inspectors  of  City  of  Peoria,  115  111.  App.,  479. 

1)626.  Illinois  (1905)  : Priv.  Laws,  1857,  p.  219,  chap.  11,  divides  the  city  of 
Joliet  into  school  districts,  provides  for  the  election  of  school  inspectors, 
and  gives  the  city  council  power  to  levy  taxes  for  school  purposes. 
Hurd’s  Rev.  Stat.  1903,  p.  1714,  chap.  122,  increases  the  powers  of  the 
school  inspectors,  giving  them  authority  to  employ  teachers  and  to  fix 
the  amount  of  their  compensation,  and  to  build  or  purchase  buildings,  etc., 
but  provides  that  all  moneys  necessary  for  school  purposes  shall  be  raised 
as  “ now  provided  by  law,”  and  that  they  shall  be  held  by  the  treasurer 


" The  taxing  power  should  not  he  held  to  exist  in  a body  seeking  to  exercise  such  power 
unless  the  power  is  conferred  upon  such  body  in  clear  and  unequivocal  terms. — People  v. 
Mottinger,  215  111.,  256.  (Refers  to  city  of  Joliet;  see  School  Laws  of  1907,  special 
edition  of  1907,  p.  8.) 


110  STATE  SCHOOL  SYSTEMS  I LEGISLATION,  ETC.,  1906-8. 


subject  to  the  order  of  the  school  inspectors  on  warrants  to  be  counter- 
signed by  the  mayor  and  city  clerk.  Held , that  the  latter  statute  did  not 
give  the  board  of  school  inspectors  authority  to  levy  taxes  by  repealing 
the  former  statute  by  implication. — People  v.  Mottinger,  74  N.  E.,  160; 
215  111.,  256. 

The  provisions  of  Priv.  Laws,  1857,  p.  219,  chap.  11,  giving  the  city 

council  of  Joliet  the  right  to  levy  taxes  for  school  purposes,  are  not 

repealed  by  implication  by  the  incorporation  act  of  1872  (Laws,  1871-72, 
p.  218),  under  which  the  city  was  incorporated,  the  subject  of  taxes  not 
being  mentioned  in  the  statute,  and  art.  1,  sec.  6,  providing  in  express 
terms  that  all  laws  not  inconsistent  with  the  provisions  of  the  statute 
should  continue  in  force. — Ibid. 

The  provisions  of  Priv.  Laws,  1857,  p.  219,  chap.  11,  giving  the  city 

council  of  Joliet  authority  to  levy  taxes  for  school  purposes,  were  not 

repealed  by  the  general  school  law. — Ibid. 

D 627.  Illinois  (1906)  ; A taxpayer  is  entitled  to  enjoin  a contract  between 
the  public-school  board  and  the  state  board  of  education  providing  for 
the  employment  of  critic  teachers  to  be  paid  in  part  by  the  school  dis- 
trict.— Linblad  v.  Board  of  Education  of  Normal  School  District,  77  N.  E., 
450;  221  111.,  261;  reversing  judgment  (1905),  122  111.  App.,  617. 

D 628.  Illinois  (1906)  : A levy  by  a school  district  for  building  purposes  is 
illegal  unless  the  building  has  first  been  authorized  by  a vote  of  the  peo- 
ple.—St.  Louis,  A.  & T.  H.  R.  Co.  v.  People,  79  N.  E.,  664. 

Boards  of  education  have  authority  to  levy  taxes  only  for  educational 
and  building  purposes. — St.  Louis,  A.  & T.  H.  R.  Co.  v.  People.  Ibid. 

A board  of  education  held  authorized  to  levy  a tax  to  pay  for  a heating 
plant  to  be  installed  in  a school  building  the  board  had  been  authorized 
to  construct  by  a vote  of  the  people. — St.  Louis,  A.  & T.  H.  R.  Co.  v.  Peo- 
ple. Ibid. 

D 629.  Illinois  (1906)  : A certificate  signed  by  all  the  members  of  the  board 
of  education  of  a city,  to  the  effect  that  they  require  a certain  sum  “ to 
be  levied  as  a special  tax  for  school  purposes,  and  $8,500  for  building 
purposes  on  the  taxable  property  of  our  district  ” for  a certain  year,  is 
sufficient  to  authorize  the  levy  and  extension  of  such  building  tax  by  the 
proper  officers. — People  v.  Chicago  and  T.  R.  Co.,  79  N.  E.,  151 ; 223  111., 
448. 

D 630.  Illinois  (1907):  Peoria  city  charter  (Priv.  Laws,  1869,  pp.  169,  170) 
declares  that  the  board  of  school  inspectors  shall  appoint  trustees  who 
shall  raise  all  moneys  under  control  of  the  school  board,  and  keep  a true 
and  accurate  account  of  money  paid  out  on  the  board’s  order.  The  board 
is  also  required  to  determine  the  amount  to  be  raised  by  taxation  for  the 
support  of  the  schools,  and  to  notify  the  city  council  of  such  amount',  and 
the  rate  to  be  levied ; the  city  council  then  being  required  to  levy  and  col- 
lect the  amount  with  other  city  taxes.  Held  that,  no  discretion  being 
given  to  the  city  council  as  to  the  amount  to  be  levied,  such  board  was  a 
“ school  authority,”  authorized  to  issue  warrants  in  anticipation  of  taxes 
for  ordinary  and  necessary  expenses  by  Hurd’s  Rev.  St.  1905,  chap.  146a, 
sec.  2. — Gray  v.  Board  of  School  Inspectors  of  Peoria,  83  N.  E.,  95;  231 
111.,  63. 

631.  Indiana : Amending  and  adding  to  sec.  5,  chap.  32,  Laws,  1905,  and  amend- 
ing sec.  8,  chap.  32,  Laws,  1905,  relative  to  the  distribution  of  the  special 
reserve  portion  of  the  state  common  school  tuition  fund.® 

Reducing  required  local  tuition  tax  from  40  to  25  cents  per  hundred 
dollars,  excepting  in  cases  of  school  corporations  maintaining  seven 
months  term  of  school. 

Providing  for  the  transfer  of  unused  surplus  to  the  common  school 
fund. 

Chap.  237,  Mar.  11,  1907. 


" See  enactment  221,  pp.  48-49,  Bureau  of  Education  Bulletin,  No.  3,  190G,  State  School 
Systems. 


LOCAL  FINANCE  AND  SUPPORT. 


Ill 


032.  Kansas:  Repealing,  and  reenacting  with  amendments,  chap.  381,  Laws, 
1905,  as  amending  sec.  6127,  Compiled  Laws,  1901,  relative  to  the  powers 
of  electors  at  school  meetings. 

Granting  authority  to  all  districts  to  levy  an  annual  tax  of  2£  per  cent 
(formerly,  only  districts  having  more  than  500  population;  others,  2 per 
cent).  Authorizing  payment  of  floating  indebtedness  from  tax  levy. 

Chap.  318,  Mar.  9,  1907. 

633.  Kansas:  Repealing  chaps.  406  (local  act,  Coffey ville),  409  (local  act, 

Fort  Scott),  and  421  (local  act,  Pittsburg),  Laws,  1905,  and  amending 
sec.  1,  chap.  252,  Laws,  1899,  relative  to  regulation,  support,  and  main- 
tenance of  public  schools  and  erection  of  buildings  in  cities  of  the  first 
class. 

Limiting  tax  levy  for  support  of  public  schools  in  cities  of  the  first 
class  to  20  mills;  excepting  in  cities  having  population  of  more  than 
38,000,  17  mills.  Such  levies  exclusive  of  levies  for  payment  of  interest 
on  bonds  or  for  sinking  funds.  Sundry  minor  amendments. 

Chap.  330,  Feb.  18,  1907. 

634.  Kentucky:  Amending  sec.  2969,  Statutes,  1903,  relative  to  taxation  for 

common  schools  in  cities  of  the  first  class. 

Increasing  required  minimum  levy  from  33  cents  to  36  cents.  (Per- 
tains to  Louisville  only ; see  chap.  52,  Mar.  18,  1908,  relative  to  classifi- 
cation of  cities.) 

Chap.  61,  Mar.  24,  1908. 

D 635.  Kentucky  (1907):  Common  School  Law,  sec.  78  (Ivy.  St.  1903,  sec. 
4440),  provides,  when  the  county  superintendent  notifies  the  trustees  that 
a schoolhouse  or  the  inclosures  thereof  have  been  condemned  and  need 
repairing  or  additions,  or  that  the  furniture,  etc.,  is  insufficient,  or  when 
it  becomes  necessary  to  purchase  a new  schoolhouse  site,  if  there  are  no 
funds  available  the  trustees  shall  levy  a capitation  or  ad  valorem  tax, 
or  both,  to  be  applied  to  the  purposes  required.  Held , that  the  section 
requires  the  trustees  to  make  the  levy  when  notified  by  the  county  super- 
intendent that  he  has  condemned  the  district's  school  facilities,  and  that 
they  must  make  the  levy  when  necessary  to  purchase  a new  schoolhouse 
site;  or  they,  in  their  discretion,  may  make  it  without  an  order  from  the 
superintendent,  when  necessary  to  purchase  a site,  or  erect,  equip,  repair, 
or  add  to  a schoolhouse. — Creech  v.  Board  of  Trustees  of  Common  School 
Dist.  No.  15  of  Harlan  County,  102  S.  W.,  804,  31  Ky.  Law.  Rep.,  379. 

636.  Louisiana:  Amending  and  re-enacting  sec.  63,  act  214,  Acts,  1902,  relative 
to  the  tax  for  the  support  of  public  schools. 

Removing  certain  limitations.  Fixing  minimum  local  levy  at  3 mills 
(formerly,  1£  mills).  Exceptions. 

Act  No.  27,  June  20,  190S. 

D637.  Louisiana  (1908)  : The  estimate  furnished  to  the  city  by  the  school 
board  of  amount  needed  to  meet  expenses  of  maintenance  of  schools  for 
the  year  was  not  controlling  on  the  city  except  to  the  minimum  amount 
provided  by  the  statute  (No.  36,  of  1873,  p.  73). 

Over  and  above  the  minimum  amount,  it  was  left  to  the  discretion  of 
the  city  council  to  determine  whether  an  amount  would  be  added. — State 
ex  rel.  Gasquet  et  al.  v.  Mayor,  etc.,  of  city  of  New  Orleans,  46  So.,  798. 

638.  Maine:  Amending  sec.  13,  chap.  15,  Revised  Statutes,  1903,  relative  to  tax 

for  schools. 

Decreasing  per  capita  town  school  tax  from  80  to  55  cents. 

Sec.  1,  chap.  Ill,  Mar.  26,  1907.  (Jan.  1,  1908.) 

639.  Michigan:  Amending  sec.  20,  chap.  2,  act  No.  164,  Acts,  1881  (sec.  4665, 

Compiled  Laws,  1897),  relative  to  powers  of  district  school  meetings. 

Giving  district  meeting  additional  power  to  establish  and  support  new 
district  libraries,  to  pay  premiums  on  surety  bonds  required  of  officers, 
to  pay  for  transportation  of  pupils  to  and  from  school,  and  to  devote 


112 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


funds  derived  from  1-mill  tax  for  said  transportation.  Providing  that  no 
legal  subdivision  of  land  more  than  2$  miles  from  schoolhouse  site  shall 
be  taxed  for  building  said  schoolhouse. 

Sec.  1 (pp.  109-111),  act  No.  91,  May  15,  1907. 


040.  Michigan:  Amending  sec.  9,  chap.  3,  act  No.  164,  acts,  1881  (sec.  4674, 
Compiled  Laws,  1897),  relative  to  school-district  taxation. 

Including  item  of  payment  of  district  officers  in  estimate  of  amount  to 
be  raised  by  taxation.  Limiting  compensation  of  said  officers  under  cer- 
tain conditions. 

Removing  limitation  of  tax  in  certain  districts. 

Sec.  1 (p.  Ill)  act  No.  91,  May  15,  1907. 

641.  Minnesota:  Amending  sec.  1415,  Revised  Laws,  1905,  relative  to  levy 

of  additional  taxes  for  school  purposes  in  school  districts  having  50,000 
inhabitants  or  more. 

Raising  maximum  limit  of  additional  levy  from  3 to  4 mills;  3£ 
(formerly  2£)  mills  for  general  maintenance. 

Chap.  308,  Apr.  22,  1907. 

642.  Mississippi:  Authorizing  municipalities  constituting  separate  school  dis- 

tricts to  issue  bonds  to  build  and  repair  school  buildings,  to  maintain 
schools,  to  pay  expenses,  and  to  levy  taxes. 

Maximum  levy  3 mills  unless  more  authorized  by  majority  of  tax- 
payers. 

Chap.  101,  Mar.  11,  1908. 

643.  Mississippi:  Authorizing  any  municipality  not  composing  a separate  school 

district  to  levy  an  annual  tax  to  aid  in  the  education  of  children  within 
such  municipality  limits. 

Maximum  tax,  3 mills. 

Chap.  127,  Mar.  18,  1908. 

644.  Montana:  Amending  secs.  1940a,  1940b,  Political  Code,  as  enacted  by  S.  B. 

No.  44,  p.  129,  Laws,  1897,  and  as  amended  by  H.  B.  No.  191,  p.  12,  Laws, 
1901,  relative  to  levy  of  taxes  for  support  of  common  schools. 

Increasing  maximum  special  county  tax  levy  for  schools  from  2 to  4 
mills,  and  maximum  special  district  tax  levy  from  5 to  10  mills. 

Chap.  51,  Feb.  27,  1907. 

645.  Nebraska:  Providing  for  an  equitable  division  of  taxation  for  school 

purposes  in  joint  school  districts. 

Chap.  118,  Apr.  6,  1907. 

646.  New  Hampshire:  Relating  to  taxation  and  expenditures  in  village  dis- 

tricts, precincts,  school  districts,  highway  districts,  fire  districts,  and 
other  like  subdivisions  of  towns. 

Requiring  vote  by  ballot  for  raising  and  appropriating  money  at  a spe- 
cial meeting ; number  of  votes  cast  to  be  at  least  half  those  cast  at  the 
next  preceding  regular  meeting;  check  list  to  be  used  if  same  was  used 
at  preceding  regular  meeting. 

Chap.  121,  Apr.  4,  1907. 

647.  New  Hampshire:  Relieving  the  town  of  Roxbury  relative  to  taxation 

for  school  purposes. 

Exempting  selectmen,  during  1907  and  1908,  from  requirements  rela- 
tive to  assessment  of  taxes  for  school  purposes. 

Authorizing  board  to  contract  with  other  districts  for  proper  schooling 
of  children  and  to  pay  for  the  same  out  of  school  money. 

Chap.  185,  Feb.  20,  1907. 


648.  New  Jersey:  Supplementing  chap.  116,  Laws,  1906,  reducing  and  limiting 
rate  of  taxation  into  several  taxing  districts. 

Providing  for  a maximum  increase  for  county,  school,  district,  and 
local  taxes  of  30  cents  per  hundred  dollars  of  valuation. 

Chap.  182,  Apr.  11,  1908. 


LOCAL.  FINANCE  AND  SUPPORT. 


113 


649.  North  Carolina:  Amending  sees.  4109  and  4110,  chap.  85,  Revisal,  1905, 

relative  to  form  of  tax  lists. 

Secs.  Id  and  le,  chap.  835,  Mar.  9,  1907. 

650.  North  Carolina:  Amending  sec.  4115,  chap.  85,  Revisal,  1905,  relative 

to  elections  for  special  school  tax. 

Providing  for  enlargement  of  special  tax  districts  and  elections 
therefor. 

Sec.  If,  chap.  835,  Mar.  9, 1907. 

D651.  North  Carolina  (1906):  The  legislature  can  create  a specific  school 
district  within  the  precincts  of  a county,  incorporate  its  controlling 
authorities,  and  confer  upon  them  certain  governmental  powers,  and 
when  accepted  and  sanctioned  by  a vote  of  the  qualified  electors  within 
the  prescribed  territory,  as  required  by  constitution,  art.  7,  sec.  7,  may 
delegate  to  such  authorities  power  to  levy  a tax  in  furtherance  of  the 
corporate  purpose. — Smith  v.  Board  of  Trustees  of  Robersonville  Graded 
School,  53  S.  E.,  524. 

D 652.  North  Carolina  (1907)  : Constitution,  art.  9,  sec.  1,  declares  that  schools 
and  the  means  of  education  shall  be  forever  encouraged,  and  commands 
in  sec.  3 that  one  or  more  public  schools  shall  be  maintained  for  four 
months  in  every  year  in  each  school  district  in  each  county  of  the  State, 
and  that  the  school  commissioners  shall  be  liable  to  indictment  for  failure 
to  comply  with  this  requirement.  Constitution,  art.  5,  sec.  1,  directs  the 
levying  of  a capitation  tax  by  the  general  assembly,  which  shall  be  equal 
on  each  to  the  tax  on  property  valued  at  $300,  and  the  state  and  county 
capitation  tax  combined  shall  never  exceed  $2  on  the  head.  Sec.  6 pro- 
vides that  the  taxes  levied  by  the  commissioners  for  county  purposes  shall 
never  exceed  the  double  of  the  state  tax,  except  for  a special  purpose  and 
with  the  special  approval  of  the  general  assembly.  Revisal,  1905,  sec. 
4112,  authorizes  the  board  of  county  commissioners,  if  the  tax  levied  by 
the  State  for  the  support  of  the  public  schools  is  insufficient  to  maintain 
one  school  in  each  school  district  for  four  months  in  each  year,  to  levy 
a special  tax  to  supply  the  deficiency.  Held,  that  the  county  commission- 
ers may,  where  the  tax  levied  by  the  State  for  the  support  of  the  public 
schools  is  insufficient,  levy  a special  tax,  observing  the  equation  between 
property  and  the  poll  fixed  in  the  constitution,  sufficient  to  maintain  a 
public  school  in  each  school  district  for  four  months  in  each  year,  though 
it  exceeds  the  limitations  fixed  in  constitution,  art.  5. — Collie  v.  Commis- 
sioners of  Franklin  County,  59  S.  E.,  44. 

653.  Ohio:  Authorizing  school  boards  to  levy  tax  to  support  universities  and 

colleges  located  in  village  school  districts. 

Maximum  annual  levy  of  2 mills.  Free  tuition  for  two  years  for  high- 
school  graduates. 

H.  B.  1274,  p.  519,  May  9,  1908. 

654.  Oklahoma:  Authorizing  school  district  boards  to  contract  for  construction 

of  schoolhouses  to  be  paid  for  on  the  rental  plan. 

Maximum  tax,  3 mills.  Maximum  total  tax  for  all  purposes,  31£  mills. 
(Sec.  9,  art.  X,  Const.) 

Chap.  77,  S.  B.  341,  p.  671,  May  5,  1908. 

655.  Oregon:  Amending  sec.  3372,  Bellinger  and  Cotton’s  Annotated  Codes  and 

Statutes,  1901,  relative  to  percentage  of  school  tax  to  be  applied  to 
salaries,  and  repealing  sec.  3377,  relative  to  the  unexpended  balance  of  tax. 

Chap.  18,  Feb.  13,  1907. 

656.  Oregon:  Amending  sec.  3374,  Bellinger  and  Cotton’s  Annotated  Codes  and 

Statutes,  1901,  as  amended  by  H.  B.  No.  264,  p.  214,  Laws,  1903,  and 
repealing  sec.  3086,  relative  to  county  courts  levying  taxes  for  school 
purposes. 

Increasing  maximum  amount  of  levy  from  5 mills  on  the  dollar  to  $7 
per  capita  of  children  within  the  county  between  the  ages  of  4 and  20 
years.  Per  capita  levy  not  to  be  less  than  levy  for  1903. 

Chap.  99,  Feb.  23,  1907. 


63470—09 8 


114  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


657.  Rhode  Island:  Exempting  from  taxation  real  estate  of  the  Hope  Street 

High  School  Athletic  Association. 

Chap.  1605,  Apr.  16,  1908. 

658.  South  Carolina:  Amending  sec.  1208,  Code,  1902,  as  amended  by  act  No. 

71,  acts,  1906,  providing  for  the  voting  of  special  taxes  for  school  pur- 
poses. 

Fixing  time  for  holding  elections. 

Act  No.  292,  p.  631,  Feb.  20,  1907. 

659.  South  Carolina:  Providing  a special  fund  for  the  purchase  of  property, 

erection  of  buildings  and  their  equipment,  providing  additional  school 
facilities  for  educational  purposes  in  the  city  of  Charleston,  or  any  one 
or  more  of  said  purposes. 

Providing  for  a special  tax  levy  of  one-half  of  1 mill  for  six  succes- 
sive years,  commencing  with  1907. 

Act  No.  327,  p.  732,  Feb.  7,  1907. 

660.  South  Carolina:  Amending  sec.  1246,  Civil  Code,  1902,  relative  to  the  city 

schools  of  Charleston. 

Increasing  annual  levy  for  schools  from  1 mill  to  2 mills. 

Act  No.  465,  Feb.  25,  1908. 

661.  Tennessee:  Amending  chap.  8,  acts,  1885  (sp.  sess.),  incorporating  the 

city  of  Knoxville. 

Authorizing  special  levy  of  30  cents  on  each  $100  of  valuation  for  erect- 
ing and  enlarging  certain  schools. 

(Error  in  dates  in  title  corrected  by  chap.  389,  Apr.  12,  1907.) 

Chap.  91,  Feb.  15,  1907. 


662.  Texas:  Amending  constitution,  sec.  3,  art.  7,  1876,  increasing  the  amount 

of  tax  that  may  be  voted  on  school  districts  and  providing  for  a majority 
vote  of  the  property  tax-paying  voters  of  such  districts  to  vote  such  tax. 

Increasing  maximum  limit  of  local  tax  levy  in  school  districts  from  20 
to  50  cents. 

H.  J.  R.  No.  7,  p.  413,  Mar.  20,  1907. 

Adopted,  November,  1908. 

663.  Texas:  Amending  sec.  58,  chap.  124,  Laws,  1905,  relative  to  special  local 

school  tax. 

Application  for  such  tax  may  be  made  by  20  or  a majority  of  qualified 
property  taxpaying  voters. 

Chap.  83,  Apr.  6,  1907. 

D 664.  Texas  (1906)  : Acts,  1900,  p.  19,  chap.  7,  sec.  6,  provides  that  in  cities 
constituting  independent  school  districts,  and  where  a special  tax  for 
school  purposes  has  been  voted  by  the  people  or  fixed  by  special  charter 
not  exceeding  one-half  of  1 per  cent,  the  board  of  trustees  shall  determine 
the  amount  of  such  taxes,  within  the  limit  voted  by  the  people  or  fixed 
by  special  charter,  which  shall  be  necessary  for  the  maintenance  of  the 
schools  for  the  current  year,  and  it  shall  be  the  duty  of  the  city  council, 
on  the  requisition  of  the  school  board,  to  actually  levy  and  collect  such 
tax.  Such  provision  was  reenacted  in  express  terms  in  Acts,  1905,  p.  308, 
chap.  124,  sec.  168,  and  other  provisions  of  the  act  provide  for  an  election 
by  the  voters  of  an  incorporated  city  to  determine  whether  the  city  public 
schools  shall  be  under  the  control  of  the  city  council  or  board  of  trustees, 
and  in  express  terms  confers  on  the  board  of  trustees,  when  that  method 
of  administration  is  adopted,  full  control  of  the  public  schools  within 
the  city.  Held,  that  where  a city’s  schools  were  under  the  control  of  a 
board  of  trustees,  and  such  board  determined  in  its  discretion  the  amount 
of  taxes,  within  the  authorized  limit,  which  should  be  levied  for  the 
ensuing  year,  the  city  council  had  no  discretion  but  to  levy  that  amount 
certified. — City  Council  of  City  of  Crockett  v.  Board  of  Trustees  for  In- 
dependent School  District  of  City  of  Crockett,  98  S.  W.,  889. 


LOCAL  FINANCE  AND  SUPPORT. 


115 


665.  Utah:  Amending  sec.  1936,  Revised  Statutes,  1898,  as  amended  by  chap. 

127,  Laws,  1901,  relative  to  the  estimate,  levy,  rate,  and  collections  of 
taxes  for  city  school  purposes. 

Increasing  maximum  limit  of  tax  levy  for  support  and  maintenance 
from  5£  mills  to  6£  mills,  at  least  3 mills  of  which  shall  be  for  the  pay- 
ment of  teachers. 

Chap.  89,  Mar.  14,  1907. 

666.  Virginia  : Amending  and  reenacting  sec.  833,  Code,  1904,  adding  new  sec. 

833a,  prescribing  powers  and  duties  of  boards  of  supervisors  in  relation 
to  county  and  school  levies. 

Chap.  177,  Mar.  11,  1908. 

667.  Virginia:  Amending  and  reenacting  sec.  1506,  Code,  1904,  as  amended 

relative  to  school  funds. 

Increasing  minimum  limit  of  levy  for  public  school  purposes  by  county 
board  of  supervisors  from  7 % cents  to  10  cents;  maximum  limit  from  20 
to  40  cents.  Exceptions.  Minor  amendments. 

Chap.  210,  Mar.  12,  1908. 

668.  Virginia:  Amending  and  reenacting  sec.  1514,  Code,  1904,  relative  to 

assessment  of  school  taxes. 

Adding  minor  provision  concerning  form  of  record  book. 

Chap.  309  (in  part),  Mar.  14,  1908. 

669.  Washington:  Authorizing  and  empowering  cities  of  the  first  class  to 

include  within  local  improvement  districts  tide  lands  and  land  in  school 
sections  the  title  to  which  remains  in  the  State,  and  to  assess  such  land 
for  the  cost  of  local  improvements  and  authorizing  the  sale  of  such  lands. 

Chap.  73,  Mar.  5,  1907. 


670*.  Washington:  Amending  sec.  112,  chap.  118,  Laws,  1897  (Code  of  Public 
Instruction),  relative  to  special  local  tax  levies  for  school  purposes. 

Removing  limitations  of  tax  to  be  imposed  (5  mills)  without  vote  of 
electors.  Providing  for  special  levies  in  union  school  districts. 

Sec.  5,  chap.  163,  Mar.  13,  1907. 

671.  West  Virginia:  Amending  and  reenacting  sec.  38,  chap.  45,  Code,  1906, 

as  amended  and  reenacted  by  chap.  67,  acts,  1905,  relative  to  tax  levies 
for  school  building  and  supply  fund. 

Fixing  maximum  annual  local  tax  levy  for  such  purpose  at  15  cents, 
and  at  25  cents  in  case  of  construction  of  new  buildings.  Conditions  of 
levy  and  payment  of  indebtedness. 

Chap.  70,  Feb.  27,  1907. 

672.  West  Virginia:  Amending  and  reenacting  sec.  40,  chap.  45,  Code,  1906,  as 

amended  and  reenacted  by  chap.  67,  acts,  1905,  relative  to  tax  levy  for 
support  of  primary  free  schools. 

Tax  levy  to  be  sufficient  to  support  schools  for  six  (formerly  five) 
months  each  year.  Maximum  levy  25  cents,  except  in  cases  where  such 
is  insufficient  to  provide  six  months  term.  Authorizing  special  high 
school  tax  of  10  cents. 

Chap.  70,  Feb.  27,  1907. 

673.  Wisconsin:  Amending  sec.  926,  subdiv.  145,  Statutes,  1898,  as  amended 

by  chap.  81,  Laws,  1899,  as  amended  by  chap.  387,  Laws,  1901,  relative 
to  taxation  for  school  purposes  in  cities  of  the  third  and  fourth  class. 

Extending  provisions  of  act  to  school  districts  including  within  their 
limits  all  or  any  part  of  such  cities.  Tax  to  be  levied  and  collected  as 
other  school  taxes. 


Chap.  67,  Apr.  30,  1907. 


116  STATE  SCHOOL  SYSTEMS  I LEGISLATION,  ETC.,  1906-8. 


674.  Wisconsin:  Amending  subsec.  7,  sec.  430,  Statutes,  1898,  relative  to  the 

powers  of  school  district  meeting. 

Authorizing  levy  of  a tax  to  pay  fee  for  surety  bond  of  district  treas- 
urer. 

Chap.  81,  May  4,  1907. 

675.  Wisconsin:  Amending  sec.  471,  Statutes,  1898,  as  amended  by  chap.  307, 
Laws,  1905,  relative  to  equalization  of  taxes  in  joint  school  districts. 

Relative  valuation  of  taxable  property  in  several  parts  of  joint  dis- 
trict to  be  equalized  only  upon  petition  of  three  freeholders,  prior  to 
July  10  of  any  year  (formerly  annually).  Other  minor  amendments. 

Chap.  90,  May  10,  1907. 


D.  BUILDINGS  AND  SITES. 


(a)  General. 

A very  large  proportion  of  the  general  legislation  having  to  do  with 
school  buildings  and  sites  has  already  been  included  under  the  head- 
ing of  Local  Bonds  and  Indebtedness.  The  special  enactments  in 
Massachusetts  (685),  Minnesota  (688),  and  New  York  (581)  are 
here  again  referred  to  as  evidences  of  the  pressure  felt  by  the  public 
schools  of  our  larger  American  cities  to  supply  proper  school  accom- 
modations. The  amendment  in  Wisconsin  (506)  relative  to  the  equip- 
ment of  free  high  schools  as  a condition  for  state  aid,  the  Indiana 
decision  (D  681),  and  the  Wisconsin  measure  (705)  as  to  the  use  of 
school  buildings  for  other  than  strictly  school  purposes,  are  not  with- 
out significance  and  interest. 

676.  Arizona:  Amending  sundry  secs,  of  tit.  21,  Revised  Statutes,  1901,  relative 

to  eminent  domain. 

Extending  right  of  eminent  domain  to  “ any  educational,  reformatory, 
or  penal  institution.”  Provisions  concerning  costs. 

Chap.  91,  Mar.  21,  1907. 

677.  Colorado:  Amending  sec.  1,  Acts,  1883,  p.  263,  providing  for  condemning 

sites  for  public-school  buildings. 

Adding  special  provision ; permitting  districts  of  the  first  class  to  take 
three  acres  (others,  one  acre)  of  land  if  unplatted,  and  not  exceeding 
one  block  if  platted. 

Chap.  217,  Apr.  9,  1907. 

678.  Illinois:  Enabling  trustees,  boards  of  education,  and  other  corporate 

authorities  of  universities,  colleges,  township  high  schools,  and  all  other 
educational  institutions  established  and  supported  by  the  State,  or  by  a 
township,  to  exercise  the  right  of  eminent  domain. 

S.  B.  550,  p.  522,  May  24,  1907. 

679.  Indiana:  Repealing,  and  reenacting  with  sundry  amendments,  chap.  87, 

Laws,  1881  (secs.  6006-6008,  Burns’  Annotated  Statutes,  1901),  provid- 
ing for  the  appropriation  of  real  estate  for  school  purposes. 

Chap.  87,  Mar.  1,  1907. 


BUILDINGS  AND  SITES. 


117 


680.  Indiana:  Providing  for  the  sale  of  school  property. 

Authorizing  the  school  trustee  upon  petition  of  two-thirds  of  the  quali- 
fied voters  of  school  district  to  sell  unused  school  property.  Minimum 
price,  two-thirds  of  appraised  value. 

Requiring  appraisement  by  three  disinterested  householders  and  pub- 
lication of  notice  of  sale. 

Chap.  267,  Mar.  12,  1907. 

D681.  Indiana  (1905)  : Burns’  Ann.  St.  1901,  secs.  5920a-5981,  relative  to  the 
duration  of  school  terms  in  school  townships;  and  sec.  5999  grants  the 
right  to  use  a public  school  building  for  other  than  school  purposes  when 
“ unoccupied  for  common  school  purposes.”  Held,  that  the  term  “ un- 
occupied for  common  school  purposes  ” had  reference  only  to  the  time 
intervening  between  terms  of  school,  and  did  not  authorize  a religious 
organization  to  use  a schoolhouse  on  Sundays  and  evenings  during  a 
school  term,  when  the  school  was  not  actually  in  session. — Baggerly  v. 
Lee,  73  N.  E.,  921. 

682.  Iowa:  Repealing  sec.  2814,  Code,  1897,  concerning  the  acquisition  of  school 
sites  and  enacting  a substitute. 

Making  special  provision  concerning  size  of  site  in  the  case  of  con- 
solidated districts. 

Chap.  153,  Apr.  5,  1907. 

D 683.  Iowa  (1908)  Code,  sec.  2814,  as  amended  by  Laws,  1907,  p.  152,  chap.  153, 
authorizes  school  corporations  to  hold,  within  certain  limitations,  land  for 
schoolhouse  sites,  which  must  be  upon  public  roads,  and,  except  in  cities, 
etc.,  at  least  30  rods  from  the  residence  of  any  owner  who  objects  to  a 
site  being  placed  nearer.  Sec.  2815  provides  for  condemnation  of  a site 
if  the  owner  refuses  or  neglects  to  convey,  etc.  Sec.  2773  authorizes 
■*  boards  of  directors  to  fix  schoolhouse  sites.  Held,  that  the  term  “ owner,” 
used  in  sec.  2814,  refers  to  the  owner  of  a residence  within  30  rods 
of  a schoolhouse  site,  and  not  to  the  owner  of  the  site,  and  that  the 
prohibition  against  locating  a site  within  30  rods  of  a residence  applies 
to  schoolhouse  sites  whether  acquired  by  purchase,  devise,  gift,  or  con- 
demnation.— Mendenhall  v.  Board  of  Directors  of  Independent  School 
Dist.  of  Leighton,  115  N.  W.,  11. 

D684.  Kentucky  (1906)  : Ky.  Stat.  1903,  secs.  3588-3606,  authorize  cities  of 
the  fourth  class  to  create  boards  of  education,  provide  that  the  title 
to  the  school  property  shall  vest  in  the  board,  etc.  A city  of  the  sixth 
class,  constituting  a part  of  a graded  school  district,  was  made  a city  of 
the  fourth  class,  and  the  city  council  created  a board  of  education. 
Held,  that  the  board  of  education  was  entitled,  as  against  the  trustees 
of  the  graded  school  district,  to  possession  of  the  property  of  the  school 
district  within  the  city. — Trustees  of  Latonia  Graded  School  Dist.  No. 
12  v.  Board  of  Education  of  Latonia,  93  S.  W.,  590 ; 29  Ky.  Law  Rep.,  391. 

685.  Massachusetts:  See  enactment  No.  568. 

686.  Massachusetts:  Authorizing  the  city  of  Springfield  to  acquire  Long  Hill 

Cemetery  for  school  purposes. 

Authorizing  the  city  council,  upon  the  removal  of  the  bodies  interred 
to  other  suitable  places  and  the  replacement  of  tombstones  upon  the  new 
graves,  to  take  Long  Hill  Cemetery  for  school  purposes. 

City  to  pay  all  damages  to  property. 

Chap.  342,  Apr.  29,  1907. 

D 687.  Michigan  (1907)  : Comp.  Laws,  sec.  4665,  subdiv.  4,  gives  the  qualified 
voters  of  a school  district  authority  to  designate  a school  site  as  there- 
after provided;  subdiv.  5 gives  such  voters  authority  to  direct  the  pur- 
chase of  sites  lawfully  determined  on;  and  subdiv.  6 confers  authority 
to  vote  a tax  therefor.  Held,  that  since  secs.  4728  and  4729,  prescribing 
the  method  referred  to  in  sec.  4665,  subdiv.  4,  for  designating  school 
sites,  contain  no  authority  for  purchase  or  condemnation  by  a board 
of  education  of  a city  without  prior  action  by  the  voters  of  the  district, 
proceedings  by  such  officers  to  condemn  a school  site  without  such  vote 
were  unsustainable. — Board  of  Education  of  City  of  Detroit  v . Moross, 
114  N.  W.,  75;  14  Detroit  Leg.  N.,  683. 


118  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


688.  Minnesota:  See  enactment  No.  570. 

689.  Minnesota:  Authorizing  cities  having  a population  of  over  50,000  to  con- 

demn lands  under  the  right  of  eminent  domain  for  sites  and  grounds  for 
public  school  buildings,  and  for  all  other  municipal  or  public  buildings 
for  such  cities,  or  for  any  of  the  departments  of  its  government. 

Power  and  authority  to  be  exercised  under  the  authority  of  chap.  41, 
Revised  Laws,  1905. 

Chap.  291,  Apr.  22,  1907. 

690.  Nebraska:  Amending,  and  reenacting  with  amendments,  secs.  1,  2,  3,  and 

4,  subdiv.  12,  chap.  79,  Compiled  Statutes,  1905  (secs.  11166  to  11169, 
Cobbey’s  Annotated  Statutes,  1903),  relative  to  appraisement  of  property 
for  school  sites. 

Adding  provisions  relative  to  procedure  for  the  exercise  of  eminent 
domain  by  school  districts  in  cities. 

Chap.  126,  Apr.  3,  1907. 

691.  New  Jersey:  Authorizing  the  board  of  education  of  any  township,  upon 

two-thirds  vote  of  its  members,  to  transfer  any  unused  school  building 
to  the  township  in  which  said  board  of  education  is  located  and  to  em- 
power the  township  committee  to  use  said  building  for  municipal  purposes. 

Chap.  49,  Apr.  12,  1907. 

D692.  New  Jersey  (1908)  : A resolution  of  the  board  of  school  estimate,  fixing 
and  determining  the  amount  of  money  necessary  for  the  erection  of  a 
schoolhouse  at  the  sum  of  $175,000,  on  condition  that  a school  building 
containing  20  units  shall  be  erected,  is  not  such  a determination  of  the 
amount  necessary  for  the  purpose  of  building  as  is  required  by  School 
Law,  1903,  sec.  76  (P.  L.,  1903,  2d  sp.  sess.,  p.  28). — Board  of  Education 
of  Montclair  v.  Town  Council  of  Montclair,  68  A.,  795. 

693.  New  York:  See  enactment  No.  581. 

694.  New  York:  Authorizing  the  city  of  New  York  to  acquire  certain  lands  as 

sites  for  public  buildings  and  to  provide  for  the  establishment  and  main- 
tenance of  public  educational  institutions. 

Chap.  515,  June  17,  1907. 

695.  New  York:  Authorizing  the  city  of  Utica  to  issue  bonds  in  the  amount  of 

$20,000  to  enable  the  commissioners  of  common  schools  of  such  city  to 
equip,  remodel,  and  repair  school  buildings  so  as  to  safeguard  the  pupils 
in  case  of  fire. 

Chap.  244,  May  11,  1908. 

696.  North  Dakota:  Providing  for  a site  for  the  statue  of  Sakakawea,  the 

Indian  guide  of  the  Lewis  and  Clark  expedition. 

Statue  erected  by  women,  students,  and  school  children  of  the  State 
upon  the  initiative  of  the  Federation  of  Women’s  Clubs.  Appropriat- 
ing $1,000. 

Chap.  12,  Mar.  2,  1907. 

697.  North  Dakota:  Amending  sec.  831,  Revised  Codes,  1905,  relative  to  the 

organization  of  schools  on  petition. 

Increasing  maximum  expenditure  for  schoolhouse  and  furniture  from 
$700  to  $1,200. 

Sec.  5,  chap.  95,  Mar.  19,  1907. 

698.  Rhode  Island:  Authorizing  the  city  of  Providence  to  build  and  maintain 

conduits  and  carry  steam  pipes  therein  in,  under,  and  across  Pond  and 
Summer  streets,  and  providing  for  installing  a central  heating  plant  on 
the  technical  high  school  premises  in  said  city. 

Chap.  1476,  Apr.  5,  1907. 


119 


BUILDINGS  AND  SITES. 


699.  Rhode  Island:  Amending,  by  adding  to,  act  of  May,  1827,  confirming  an 

act  of  the  town  of  Newport  for  establishing  a public-school  fund. 

Public-school  fund  may  be  used  for  the  erection  of  a new  schoolhouse. 

Chap.  1618,  May  13,  1908. 

700.  South  Dakota:  Providing  for  the  protection  of  State,  county,  and  munici- 

pal corporations  and  school  districts  and  of  persons  furnishing  material 
and  labor  for  the  construction  or  repair  of  public  or  school  buildings. 

Providing  that  surety  bonds  for  the  performance  of  contracts  shall 
contain  obligation  of  contractor  to  make  payments  promptly  to  all  persons 
supplying  labor  and  materials.  Authorizing  suit  for  recovery. 

Chap.  138,  Mar.  4,  1907. 

701.  Washington:  See  enactment  No.  535. 

702.  Wisconsin:  See  enactment  No.  506. 

703.  Wisconsin:  See  enactment  No.  1202. 

704.  Wisconsin:  Creating  sec.  926 — 17,  Statutes,  1898  (sec.  926 — 104m),  rela- 

tive to  the  powers  of  boards  of  education  in  cities  of  the  third  class. 

Relieving  boards,  authorized  to  purchase  sites  and  erect  high-school 
buildings,  from  restrictions  as  to  territorial  limitations  imposed  by  city 
charter. 

Chap.  69,  May  1,  1907. 

705.  Wisconsin:  Creating  subsec.  70,  sec.  925 — 52,  Statutes,  1898,  relating  to 

the  powers  of  cities. 

Schoolhouses  may  bemused  for  public  meetings  for  social  and  educa- 
tional purposes. 

Chap.  244,  June  19,  1907. 


(b)  Buildings  and  sites:  State  aid;  approval  of  plans. 

The  legislation  of  each  biennium  clearly  demonstrates  that  the 
State  is  concerning  itself  more  and  more  in  the  matter  of  properly 
erected  and  planned  school  buildings.  As  the  extent  of  this  state 
supervision  increases  there  is  certain  to  be  a decrease  in  the  present 
waste  of  funds  through  the  erection  of  ill-adapted  buildings,  and  an 
increase  in  the  number  of  those  buildings  in  which  have  been  in- 
corporated the  features  demanded  by  a proper  regard  for  the  health 
of  children  and  the  requirements  for  efficient  teaching.  The  tendency 
to  require  that  the  plans  of  school  buildings  be  approved  by  some 
competent  authority,  and  the  tendency  to  place  in  the  hands  of  local 
school  authorities  plans  of  properly  constructed  and  hygienically 
arranged  schoolhouses,  are  illustrated  in  the  principal  enactments 
brought  together  under  this  head:  North  Dakota  (TOT),  Tennessee 
(T08),  Virginia  (T09),  Washington  (Til),  and  Wisconsin  (T12). 
The  presence  of  these  measures  in  the  legislation  of  the  period  is 
decidedly  encouraging. 

706.  Alabama:  Making  annual  appropriation  to  aid  rural  school  districts  to 
erect  and  to  repair  public  schoolhouses. 

Annual  appropriation  of  $67,000,  and  prescribing  conditions  and  meth- 
ods of  payment  of  state  aid ; 

“ Provided  further  that  no  appropriation  shall  be  made  for  the  build- 
ing of  a schoolhouse  unless  said  schoolhouse  is  built  in  accordance  with 


120  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


the  plans  and  specifications  either  furnished  by  or  endorsed  by  the  super- 
intendent of  education  of  the  state.” 

Maximum  aid  for  any  schoolhouse,  $200;  maximum  aid  in  any  one 
county,  $1,000. 

Act  No.  163,  p.  238,  Mar.  2, 1907.  (Secs.  1975-1993,  Code,  1907.) 

707*.  North  Dakota:  Amending  sec.  829,  Revised  Codes,  1905,  relative  to  school- 
houses  and  sites. 

Providing  that  county  superintendent  of  schools  and  county  superin- 
tendent of  health  shall  be  consulted  by  district  school  boards  purchasing, 
erecting,  or  constructing  schoolhouses,  with  reference  to  proper  construc- 
tion, lighting,  heating,  and  ventilation.  State  superintendent  to  furnish 
plans  for  one  and  two  room  schoolhouses.  Constituting  county  super- 
intendent of  schools,  county  superintendent  of  health,  and  chairman  of 
board  of  county  commissioners  as  board  of  inspection  for  schoolhouses. 

Chap.  96,  Mar.  14,  1907. 

708.  Tennessee:  Providing  for  the  preparation  and  distribution  to  local  school 

authorities  of  plans  of  school  buildings  costing  from  $300  to  $5,000. 

Chap.  234,  Apr.  1,  1907. 

709.  Virginia:  Amending  and  reenacting  chap.  255,  Acts,  1906,  relative  to  the 

issuance  of  bonds  by  school  districts  for  the  purpose  of  erecting  and  fur- 
nishing schoolhouses. 

Removing  three-year  limitation  as  to.  the  sufficiency  of  school  funds. 
Plans  of  schoolhouse  to  be  approved  by  superintendent  of  public  instruc- 
tion, in  addition  to  division  superintendent.  Bonds  as  lien  on  property 
of  district  or  a part  thereof. 

% Chap.  82,  Feb.  25,  1908. 

710.  Virginia:  Amending  and  reenacting  chap.  252,  Acts,  1906,  relative  to  the 

borrowing  of  money  belonging  to  the  literary  fund  by  district  school 
boards  for  the  purpose  of  erecting  schoolhouses. 

Extending  provisions  of  act  to  cities.  Increasing  maximum  loan  limit 
for  any  one  building  from  $3,000  to  $10,000.  Special  provisions  regarding 
loans  in  excess  of  $3,000.  Authorizing  the  state  board  of  education  to 
convert  securities  of  literary  fund  into  cash,  not  to  exceed  $100,000  per 
annum. 

Chap.  83,  Feb.  25,  1908. 

711*.  Washington:  Supplementing  the  Code  of  Public  Instruction  (chap.  118, 
Laws,  1897),  by  adding  sec.  47£,  relative  to  approval  of  plans  of  school- 
houses  by  county  superintendent. 

Excepting  districts  having  a population  of  10,000  or  more. 

Sec.  2,  chap.  163,  Mar.  13,  1907. 

712*.  Wisconsin:  Creating  sec.  524L,  Statutes,  1898,  relative  to  plans  and 
specifications  for  school  buildings. 

Authorizing  state  superintendent  of  public  instruction  to  procure  plans 
and  specifications  for  buildings  not  exceeding  four  rooms;  to  loan  same 
to  school  districts.  Appropriating  $500. 

Providing  for  the  approval  of  plans  and  specifications  of  buildings  by 
county  superintendent  when  plans  of  state  superintendent  are  not  used. 

Chap.  425,  June  26,  1907. 


(c)  Buildings  and  sites:  Decoration,  care,  sanitation,  inspection. 

The  following  enactments  are  in  their  evident  purpose  supplemen- 
tary to  those  noted  in  the  previous  section.  Each  of  them  bears 
characteristic  evidence  of  progress  in  a needed  direction.  That  of 
Indiana  (713)  relative  to  the  employment  and  payment  of  janitors 
will  undoubtedly  result  in  an  improvement  in  the  schools  of  rural 


BUILDINGS  AND  SITES. 


121 


districts.  The  decision  in  Indiana  (D  714)  as  to  the  authority  of 
the  state  board  of  health  over  public-school  buildings  is  noted  in  con- 
nection with  the  present-day  movement  to  place  the  sanitary  super- 
vision of  school  buildings  in  the  hands  of  competent  persons.  The 
enactment  of  Massachusetts  (719)  relative  to  the  inspection  of  school 
buildings  is  of  particular  interest  in  this  connection. 

The  three  most  important  items  of  this  group  are  that  of  Ohio 
(721),  providing  for  the  inspection  of  school  buildings;  that  of  Vir- 
ginia (727),  regulating  the  construction  of  school  buildings,  and 
those  of  Wisconsin  (729),  (730),  (731),  relative  to  the  conditions  for 
state  aid  to  rural  schools. 

713*.  Indiana:  Amending  sec.  3,  chap.  192,  Laws,  1899,  relative  to  duties  of 
school  trustees. 

Adding  provision  that  “ said  trustees  shall  provide  such  janitor  help 
as  may  be  deemed  necessary  to  properly  care  for  the  schools  and  prem- 
ises under  their  control,  and  such  janitors  shall  be  paid  from  the  special 
school  funds  of  the  township.” 

Chap.  218,  Mar.  9,  1907. 

D 714.  Indiana  (1908)  : The  state  board  of  health  may  only  require  that  the 
public  school  buildings  be  made  sanitary,  the  means  of  securing  proper 
sanitation  being  left  to  the  local  authorities. — Advisory  Board  of  Coal 
Creek  Tp.,  Montgomery  County,  v.  Levandowski,  84  N.  E.,  346. 

D 715.  Kentucky  (1905)  : Under  Ky.  Stat.  1903,  sec.  2954,  providing  that  the 
school  board  of  a city  shall  apply  the  funds  annually  coming  into  its 
hands  for  educational  purposes  to  certain  objects,  including  salaries,  and 
sec.  2956,  providing  that  it  shall  elect  teachers  and  regulate  and  fix  their 
salaries,  and  the  term  of  office  of  teachers  and  employees  of  the  board, 
it  may  employ  a janitor;  and,  having  done  so,  it  is  its  duty  to  pay  his 
salary  from  the  fund  for  educational  purposes. — Oberdorfer  v.  Louis- 
ville School  Board,  85  S.  W.,  696 ; 27  Ky.  Law  Rep.,  508. 

D 716.  Kentucky  (1905)  : A city  is  not  liable  for  injury  to  a pupil  from  a 
defect  in  a building  furnished  by  it  for  a public  school,  it  being  owned 
by  it  not  for  private  or  municipal  purposes,  but  for  a public  purpose. — 
Clark  v.  City  of  Nicholasville,  87  S.  W.,  300 ; 27  Ky.  Law  Rep.,  974. 

717.  Louisiana:  Prescribing  the  way  in  which  doors  to  public  buildings  and 

factories  shall  be  hung;  determining  to  what  buildings  act  shall  apply; 
and  fixing  a penalty  for  the  violation  thereof,  or  failure  to  comply 
with  the  provisions  thereof. 

Act  No.  73,  June  30,  1908.  (Dec.  30,  1908.) 

718.  Maine:  Requiring  steam  plants  in  school  buildings,  churches,  and  other 

public  buildings  to  be  in  charge  of  competent  persons. 

Requiring  persons  in  charge  of  steam-heating  plants  to  hold  a certifi- 
cate of  competency  to  be  issued  by  municipal  authorities.  Providing 
for  the  form,  content,  and  revocation  of  certificate. 

Chap.  82,  Public  Acts,  Mar.  20,  1907.  (Sept.  1,  1907.) 

719*.  Massachusetts:  Providing  for  the  establishment  of  health  districts  and 
the  appointment  of  inspectors  of  health. 

Transfers  inspection  of  factories  and  public  buildings  from  inspection 
department  of  the  district  police  to  state  inspectors  of  health. 

Enforcement  of  secs.  54-55,  chap.  106,  Revised  Laws,  1902,  relating  to 
the  inspection  of  school  buildings  by  state  inspectors  of  health. 

Chap.  537,  June  19,  1907. 


122  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


719a.  Massachusetts:  Relative  to  janitors  of  public  schoolhouses  in  the  city 
of  Worcester. 

Janitors  to  be  under  the  control  of  the  school  committee. 

Chap.  258,  Mar.  23,  1908. 

720.  North  Carolina:  Providing  for  pure  and  adequate  water  supplies  for  the 
public  and  private  schools  of  the  State. 

Granting  to  constituted  school  authorities  power  to  condemn  land  for 
water  supply  and  prescribing  procedure  for  condemnation. 

Chap.  671,  Mar.  6,  1907. 

721*.  Ohio:  Enlarging  the  powers  of  the  chief  inspector  of  workshops  and 
factories  in  the  matter  of  public  schools  and  other  buildings,  and  increas- 
ing the  number  of  district  inspectors. 

“ Sec.  1.  In  addition  to  the  powers  now  vested  in  the  chief  inspector 
of  workshops  and  factories  it  shall  be  his  further  duty  to  cause  his  dis- 
trict inspectors  to  inspect  all  schoolhouses,  colleges,  opera  houses,  halls, 
theaters,  churches,  infirmaries,  children’s  homes,  hospitals,  medical 
institutes,  asylums,  and  other  buildings  used  for  the  assemblage  or  better- 
ment of  people  in  any  municipal  corporation,  township  or  county  in  the 
State  of  Ohio  with  special  regard  to  the  precautions  taken  for  the  pre- 
vention of  fires,  and  the  provision  of  fire  escapes,  exits,  emergency  exits, 
hallways,  air  space,  and  all  other  matters  which  relate  to  the  health 
and  safety  of  those  occupying  or  assembling  in  such  structures. 

“ Sec.  2.  The  district  inspectors  shall  file  with  the  chief  inspector  of 
workshops  and  factories  a written  report  of  every  inspection  made  of  any 
of  the  aforesaid  structures,  stating  the  condition  in  which  such  building 
was  found,  and  if  it  is  found  that  necessary  precautions  for  the  preven- 
tion of  fire  or  other  disaster  have  not  been  taken,  nor  means  provided  for 
the  safe  and  speedy  egress  of  the  persons  who  might  be  assembled  therein, 
said  report  shall  specify  such  appliances,  additions  or  alterations  as  are 
necessary  to  provide  such  precautions  and  protection,  and  it  shall  then 
be  the  duty  of  the  chief  inspector  of  workshops  and  factories  to  notify 
in  writing  the  owner  or  person  having  control  of  such  structure  of  the 
appliances,  additions  or  alterations  necessary  to  be  added  to  or  made  in 
such  structure. 

“ Sec.  3.  A copy  of  said  notice  shall  be  mailed  to  the  mayor  of  the 
municipality,  if  such  structure  is  located  therein,  and  if  not,  then  to  the 
prosecuting  attorney  of  the  county  wherein  it  is  located,  and  it  shall  be 
the  duty  of  the  mayor  of  the  municipality,  with  the  aid  of  the  police, 
or  the  prosecuting  attorney,  with  the  aid  of  the  sheriff,  upon  receiving 
such  notification,  to  prohibit  the  use  of  said  structure  for  the  assemblage 
of  people  until  the  appliances,  additions  or  alterations  required  by  said 
notice  have  been  added  to  or  made  in  such  structure. 

“ Sec.  4.  Upon  receiving  said  notice  it  shall  be  the  duty  of  the  owner 
or  person  in  control  of  such  structure  to  comply  with  each  and  every 
detail  embodied  therein,  and  it  shall  be  his  further  duty,  upon  the  com- 
pletion of  every  such  detail,  to  report  the  fact  in  writing  to  the  chief 
inspector  of  workshops  and  factories  and  the  mayor  of  the  municipality 
or  the  prosecuting  attorney  of  the  county  as  the  case  may  be. 

“ Sec.  5.  The  plans  for  every  such  structure  aforesaid  which  may  be 
hereafter  erected  in  the  State  of  Ohio,  and  the  plans  for  any  alterations 
in  or  additions  to  any  such  structure  aforesaid  that  is  now  erected  shall 
be  approved  by  the  chief  inspector  of  workshops  and  factories,  except 
that  in  municipalities  having  regularly  organized  building  inspection 
departments  the  plans  shall  be  approved  by  said  municipal  departments. 

“ Sec.  6.  Any  architect,  builder  or  other  person  who  shall  alter  the 
approved  plans,  or  fail  to  construct  or  alter  the  building  in  accordance 
with  said  approved  plans  without  the  consent  of  the  department  that 
approved  them  shall  be  deemed  guilty  of  a criminal  offense,  and,  upon 
conviction,  shall  be  fined  in  any  sum  not  less  than  five  hundred  dollars 
($500)  nor  more  than  one  thousand  dollars  ($1,000),  or  imprisoned  in 
the  county  jail  no  less  than  thirty  days  nor  more  than  one  year,  or  both 
such  fine  and  imprisonment  at  the  discretion  of  the  court. 

“ Sec.  7.  For  the  purpose  of  carrying  out  this  provision  of  this  act  the 
chief  inspector  of  workshops  and  factories  shall,  with  the  approval  of  the 


BUILDINGS  AND  SITES. 


123 


governor,  appoint  one  assistant  chief  inspector  who  shall  be  a competent 
and  practical  architect,  and  whose  duty  it  shall  be  to  examine  carefully  the 
plans  and  specifications  of  such  buildings,  alterations,  and  additions,  and 
perform  such  other  duties  as  the  chief  inspector  may  direct.  The  salary 
of  said  assistant  chief  inspector  shall  be  two  thousand  five  hundred  dol- 
lars a year,  which  salary  and  all  necessary  traveling  expenses  incurred 
by  said  inspector  in  the  discharge  of  his  official  duties  shall  be  paid  out 
of  the  treasury  of  the  state  on  the  warrant  of  the  auditor  from  any 
fund  therein  not  otherwise  appropriated. 

“ Sec.  8.  For  the  purpose  of  carrying  out  this  act  the  chief  inspector 
of  workshops  and  factories  is  authorized  to  appoint,  with  the  approval 
of  the  governor,  ten  additional  district  inspectors  who  shall  be  compe- 
tent and  practical  mechanics,  with  a knowledge  of  building  construction, 
and  who  shall  receive  the  same  compensation,  be  clothed  with  the  same 
powers,  and  whose  terms  of  office  shall  be  the  same  as  is  now  provided 
by  law  for  the  district  inspectors  of  workshops  and  factories. 

“Sec.  9.  Any  person,  firm,  board  or  corporation,  being  the  owner  or 
in  control  of  any  building  mentioned  in  this  act,  who  shall  use  or  permit 
the  use  of  such  building,  in  violation  of  any  order  prohibiting  its  use, 
issued  in  accordance  with  this  act  or  who  shall  fail  to  comply  with  the 
requirements  of  any  order  so  issued  relating  to  the  change,  improvement 
or  repair  of  such  building,  shall  be  fined  not  less  than  ten,  nor  more  than 
one  hundred  dollars,  and  each  day  that  such  use  or  failure  shall  continue 
shall  CQnstitute  a separate  offense.” 

H.  B.  1225,  p.  232,  Apr.  28,  1908. 

722.  Oklahoma:  Providing  certain  buildings,  public  and  private  institutions, 
and  places  of  public  assemblage,  and  places  of  public  resort,  hotels, 
lodging,  apartment,  and  other  public  houses,  with  fire  escapes,  and  pro- 
viding penalties  for  valuation  thereof. 

Including  schoolhouses. 

Chap.  38,  S.  B.  100,  p.  427,  Apr.  28,  1908. 


723.  Pennsylvania:  Providing  for  better  sanitation  of  school  rooms,  relative  to 
heating  and  ventilation. 

Act  No.  240,  May  29,  1907.  (Dec.  1,  1907.) 


D 724.  Pennsylvania  (1905)  : The  city  of  Philadelphia,  which  is  coterminous 
with  the  first  school  district  of  Pennsylvania,  and  has  legal  title  to  the 
public  school  buildings  therein,  is  not  liable  in  damages  for  injuries  to  a 
pupil  in  a public  school  by  a fall  of  a part  of  the  plastering  from  the 
ceiling  of  a schoolroom,  although  the  board  of  education  and  its  architect 
had  several  weeks’  notice  of  the  defect  in  the  ceiling  before  the  accident 
occurred.  The  ground  for  the  city’s  exemption  in  such  a case  is  that 
the  school  buildings  are  in  the  actual  possession  and  control  of  the  sec- 
tional school  board  and  board  of  public  education,  and  that  the  city  has 
no  voice  in  the  selection  of  the  officers,  agents,  or  architects  of  the  school 
district,  and  no  power  to  remove  them. — Rosinblit  v.  City  of  Philadel- 
phia, 28  Pa.  Super.  Ct.,  587. 


725. 


Rhode  Island:  Authorizing  the  city  of  Providence  to  borrow  money  to 
provide  sanitary  furnishings  and  equipment  for  schoolhouses. 

Maximum  amount,  $110,000. 

Chap.  1478,  Apr.  17,  1907. 


726.  Rhode  Island:  To  diminish  danger  in  case  of  fire. 

Making  general  provisions  for  safety  in  all  buildings  used  for  public 
purposes,  including  schools.  Doors  and  windows  to  swing  outward ; not 
to  be  locked  during  occupancy  of  building.  Inspection.  Penalties. 

Chap.  1536,  Apr.  22,  1908. 


727*.  Virginia:  Regulating  the  construction  of  public  school  buildings  in  order 
that  the  health,  sight,  and  comfort  of  all  pupils  may  be  properly  pro- 
tected. 

“Whereas,  it  is  of  great  importance  to  the  people  of  this  Commonwealth 
that  public  school  buildings  hereafter  erected  by  any  school  board  shall 
be  properly  heated,  lighted  and  ventilated;  therefore, 


124  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


“ 1.  Be  it  enacted  by  the  general  assembly  of  Virginia,  That  the  State 
board  of  inspectors  for  public  school  buildings  shall  not  approve  any 
plans  for  the  erection  of  any  school  building  or  room  in  addition'  thereto 
unless  the  same  shall  provide  at  least  fifteen  square  feet  of  floor  space  and 
two  hundred  cubic  feet  of  air  space  for  each  pupil  to  be  accommodated  in 
each  study  or  recitation  room  therein,  and  no  such  plans  shall  be  approved 
by  said  board  unless  provision  is  made  therein  for  assuring  at  least  thirty 
cubic  feet  of  pure  air  every  minute  per  pupil,  and  the  facilities  for  ex- 
hausting the  foul  and  vitiated  air  therein  shall  be  positive  and  independ- 
ent of  atmospheric  changes.  All  ceilings  shall  be  at  least  twelve  feet  in 
height. 

“ 2.  All  schoolhouses  for  which  plans  and  detailed  statements  shall  be 
filed  and  approved  by  said  board,  as  required  by  law,  shall  have  all  halls, 
doors,  stairways,  seats,  passageways,  and  aisles,  and  all  lighting  and  heat- 
ing appliances  and  apparatus,  arranged  to  facilitate  egress  in  cases  of 
fire  or  accidents,  and  to  afford  the  requisite  and  proper  accommodations 
for  public  protection  in  such  cases.  All  exit  doors  in  any  schoolhouse  of 
two  or  more  stories  in  height  shall  open  outwardly.  No  staircase  shall 
be  constructed  except  with  straight  runs,  changes  in  direction  being  made 
by  platforms.  No  doors  shall  open  immediately  upon  a flight  of  stairs, 
but  a landing  at  least  the  width  of  the  doors  shall  be  provided  between 
such  stairs  and  such  doorway. 

“ 3.  All  schoolhouses,  as  aforesaid,  shall  provide  for  the  admission  of 
light  from  the  left,  or  from  the  left  and  rear  of  the  pupils,  and  the  total 
light  area  must  be  at  least  twenty-five  per  centum  of  the  floor  space. 

“4.  Every  school  board  shall  provide  at  least  two  suitable  and  con- 
venient outhouses  or  water-closets  for  each  of  the  schoolhouses  under 
its  control ; unless  the  said  schoolhouses  have  suitable,  convenient  and 
sanitary  water-closets  erected  within  same,  said  outhouses  or  water-closets 
shall  be  entirely  separated,  each  from  the  other,  and  shall  have  separate 
means  of  access.  School  boards  shall  see  that  said  outhouses  or  water- 
closets  are  kept  in  a clean  and  wholesome  condition.” 

Chap.  187,  Mar.  11,  1908. 

D 728.  Washington  (1907)  : Under  Ballinger’s  Ann.  Codes  and  Stat.,  secs. 
5673,  5674,  providing  that  an  action  may  be  maintained  against  a school 
district  for  an  injury  to  plaintiff’s  rights,  arising  from  its  act  or  omis- 
sion, such  a district  is  liable  for  the  scalding  of  a child  rightfully  in  at- 
tendance at  school,  through  the  overturning  of  a large  metal  bucket  of 
boiling  water,  which  was  negligently  kept  upon  a register  in  the  middle 
of  the  schoolroom,  wholly  unguarded  and  unprotected ; and  it  was  error 
to  sustain  a demurrer  to  her  complaint  showing  such  negligence  and  her 
freedom  from  contributory  negligence. — Redfield  v.  School  Dist.  No.  3, 
Kittitas  County,  92  P.,  770. 

729.  Wisconsin:  See  enactment  No.  492. 

730.  Wisconsin:  Amending  sec.  436,  Statutes,  1898,  authorizing  school  boards, 

to  provide  maps,  charts,  globes,  books,  supplementary  readers,  and  other 
equipment  for  schools. 

Adding  supplementary  readers,  dictionaries,  library  catalog  cards  and 
card  cases,  heating  and  ventilating  apparatus,  to  the  list  of  apparatus 
board  has  authority  to  buy.  Maximum  annual  limit  of  expenditure 
increased  from  $75  to  $100. 

Chap.  39,  Apr.  10,  1907. 

731.  Wisconsin:  Creating  sec.  435a,  chap.  27,  Statutes,  1898,  relative  to  the 

duties  of  school  boards  in  providing  and  maintaining  suitable  outbuild- 
ings. 

Requiring  separate  outhouses  for  boys  and  girls.  Making  provisions 
as  to  sanitation,  distance,  and  screening.  Providing  for  tax  levy  to  carry 
out  provisions. 


Chap.  232,  June  18,  1907. 


BUILDINGS  AND  SITES. 


125 


(d)  Buildings  and  Sites:  Prohibition  Districts. 

The  enactments  presented  under  this  heading  do  not,  strictly 
speaking,  belong  to  the  special  class  of  educational  legislation.  They 
do,  however,  present  some  conclusive  evidence  of  a movement,  already 
a part  of  the  established  policy  of  many  States,  for  the  protection  of 
the  educational  as  well  as  the  broader  social  interests. 

732.  Arizona:  Providing  for  the  refusal  and  revocation  of  any  license  for  the 

sale  of  intoxicating  liquors. 

Proof  that  holder  of  license  has  sold,  bartered,  furnished,  or  given 
away  intoxicating  liquors  to  any  minor  person,  pupil,  or  student  in  any 
public  school,  academy,  seminary,  normal  school,  university,  or  other 
institution  of  learning  among  the  several  causes  enumerated  for  the 
revocation  or  refusal  of  license. 

Chap.  25,  Mar.  12,  1907. 

733.  Arkansas:  See  enactment  No.  1363. 

734.  Connecticut:  Amending  sec.  2647,  General  Statutes,  1902,  concerning  the 

granting  of  licenses  in  certain  places. 

Adding  clause  prohibiting  in  cities  the  granting  of  a license  for  the 
sale  of  spirituous  and  intoxicating  liquors  “within  two  hundred  feet 
in  a direct  line  from  any  church  edifice  or  public  or  parochial  school- 
house  or  the  premises  pertaining  thereto.  ” 

Chap.  200,  July  11,  1907. 

D735.  Georgia  (1907)  : The  fact  that  a school  formerly  taught  in  a building 
designated  as  the  center  of  a 3-mile  area  in  which  a local  prohibition 
act  became  effective  is  no  longer  taught  in  the  original  building,  but  in  a 
new  building,  a short  distance  away,  does  not  invalidate  a conviction 
under  that  act  of  one  guilty  of  selling  intoxicating  liquor  within  3 miles 
of  both  the  original  and  the  subsequent  location  of  the  school. — Mason  v. 
State,  58  S.  E.,  139 ; 1 Ga.  App.,  534. 

736.  Illinois:  Prohibiting  the  sale,  distribution,  or  gift  of  malt,  spirituous, 

vinous,  or  intoxicating  liquors  near  the  United  States  naval  training 
schools  or  military  posts,  and  providing  a penalty  fbr  the  violation 
thereof. 

H.  B.  410,  p.  306,  May  17,  1907. 

737.  Louisiana:  Prohibiting  gambling  with  cards,  dice,  and  all  manner  of 

banking  games,  or.  gambling  in  any  form  whatsoever  for  money  or  any 
representative  of  money  within  5 miles  of  the  Haynesville  High  School 
located  at  Haynesville,  Claiborne  Parish,  and  fixing  penalties  for  vio- 
lation. 

Act  No.  33,  June  20,  1908. 

See  also  the  following  additional  special  acts  of  similar  nature : 

Act  No.  34,  June  20,  1908.  Act  No.  218,  July  8,  1908. 

Act  No.  36,  June  20,  1908.  Act  No.  257,  July  8,  1908. 

Act  No.  58,  June  24,  1908.  Act  No.  273,  July  9,  1908. 

Act  No.  123,  July  2,  190§. 

738.  Louisiana:  Prohibiting  the  sale  of  any  spirituous,  vinous,  malt,  or  intoxi- 

cating liquors,  or  substitutes  therefor  within  5 miles  of  Benton  High 
School,  located  at  Benton,  in  the  Parish  of  Bossier,  and  providing  a pen- 
alty therefor. 

Act  No.  46,  June  20,  1908. 

See  also  the  following  additional  special  acts  of  similar  nature : 

Act  No.  47,  June  20,  1908.  Act  No.  290,  July  9,  1908. 

Act  No.  121,  July  1,  1908.  Act  No.  302,  July  9,  1908. 

Act  No.  259,  July  8,  1908. 


126  STATE  SCHOOL  SYSTEMS  : LEGISLATION,  ETC.,  1906-8. 


739.  Louisiana:  Prohibiting  the  sale  or  offering  for  sale  of  vinous,  malt,  or 

spirituous  liquors  within  a radius  of  6 miles  of  the  State  Normal  School 
at  Natchitoches,  and  prescribing  penalties  for  the  violations. 

Act  No.  193,  July  8,  1908. 

740.  Minnesota:  See  enactment  No.  1J/20. 

740a.  Missouri : Prohibiting  the  granting  of  a license  to  keep  a dramshop  within 
five  miles  of  any  state  educational  institution  which  now  has  enrolled  fif- 
teen hundred  or  more  students. 

H.  B.  53,  p.  257,  May  10,  1907. 

I)  740b.  Missouri  (1908)  : Act  May  10,  1907  (Laws,  1907,  p.  257),  providing  that 
“ no  dramshop  license  shall  hereafter  be  granted  to  any  person  to  keep  a 
dramshop  within  five  miles  of  any  state  educational  institution  which  now 
has  enrolled  fifteen  hundred  or  more  students,”  was  violative  of  Const. 
1875,  art.  4,  sec.  53  [Ann.  St.  1906,  p.  197],  prohibiting  special  or  local 
legislation;  it  appearing  that  the  State  University  at  Columbia  was  the 
only  state  educational  institution  which  had  the  designated  number  of 
students  at  the  time  the  act  went  into  effect. — State  v.  Turner,  107  S.  W., 
1064. 

741.  Nevada:  Regulating  the  location,  equipment,  and  maintenance  of  hospitals. 

Prohibiting  hospitals  within  300  feet  of  public  school  buildings. 

Chap.  206,  Mar.  29,  1907. 

742.  Oregon:  Prohibiting  the  locating  of  any  saloon  or  place  where  liquor  is 

sold  at  retail  within  2 miles  of  any  school  where  tuition,  lodging,  food, 
and  clothing  are  furnished  at  the  expense  of  the  United  States. 

Chap.  107,  Feb.  23,  1907. 

743.  Rhode  Island:  Amending  sec.  2,  chap.  102,  General  Laws,  1896,  as  amended 

by  sec.  1,  chap.  543,  Public  Laws,  1898,  and  as  amended  by  chap.  1355, 
Public  Laws,  1906,  relative  to  the  granting  of  liquor  licenses. 

Containing  provision  (p.  208)  that  no  license  shall  be  granted  for  a 
plac^  of  sale  within  200  feet  of  any  public  or  parochial  school. 

Chap.  1583,  May  22,  1908. 

744.  South  Dakota:  Amending  sec.  2859,  Revised  Political  Code,  1903,  relative 

to  the  sale  of  intoxicating  liquors  in  the  proximity  of  public  or  private 
schools. 

Changing  limits  of  prohibited  districts  from  “ in  the  same  block  with, 
or  in  any  block  adjacent  to,  any  public  or  private  school,  ” to  “ within 
three  hundred  (300)  feet  of  the  grounds  of  any  public  or  private  school.” 

Chap.  175,  Feb.  25,  1907. 

745.  South  Dakota:  Forbidding  the  sale  of  intoxicating  liquors  within  one- 

third  of  a mile  of  any  college  or  academy  providing  regular  classical  and 
scientific  courses. 

Excepting  schools  and  colleges  “ devoted  simply  to  instruction  in 
business  methods.  ” 

Chap.  177,  Mar.  7,  1907. 

746.  Tennessee:  Amending  chap.  114,  acts,  1883,  relative  to  the  creation, 

organization,  and  powers  of  municipal  corporations  embracing  territories 
of  cities  having  a population  of  36,000  and  upward  according  to  the 
federal  census  of  1880,  whose  charters  have  been  abolished  (charter 
of  the  city  of  Nashville). 

Prohibiting  sale  of  intoxicating  liquors  within  4 miles  of  any  public  or 
private  schoolhouse.  Excepting  certain  described  territory,  and  sales  of 
liquors  in  wholesale  package  or  quantities. 

Chap.  34,  Feb.  6,  1907.  (July  1,  1907.) 

D 747.  Tennessee  (1907)  : Under  Shannon’s  Code,  sec.  991,  declaring  the  right 
to  sell  liquors  is  a taxable  privilege  within  the  constitution,  and  sec. 


BUILDINGS  AND  SITES. 


127 


6795,  prohibiting  the  sale  of  intoxicating  liquors  within  4 miles  of  a 
schoolhouse,  and  Acts,  1899,  p.  309,  chap.  161,  sec.  1,  prohibiting  the  sale 
of  intoxicating  liquors  without  a license,  the  ignorance  of  accused  of  the 
intoxicating  properties  of  liquors  sold  is  no  defense,  and  if  he  sells  he 
must  know  at  his  peril  whether  it  is  intoxicating  or  not,  and  his  belief 
that  it  was  not  resulting  from  a guaranty  under  which  he  bought  the 
liquor  is  no  excuse. — Haynes  v.  State,  105  S.  W.,  251. 

748.  Wisconsin:  Creating  sec.  566m,  prohibiting  the  building  of  a lock-up  or 
temporary  place  of  confinement  in  villages  or  cities  of  the  third  or  fourth 
class  within  300  feet  of  a public,  private,  or  parochial  school. 

Chap.  339,  June  22,  1907. 


(e)  United  States  Flag  in  Schools. 

The  seven  enactments  in  this  group  are  indicative  of  the  spirit  of 
patriotism  and  Americanism  with  which  it  is  sought  to  surround  the 
public  school.  Even  a casual  observer  of  the  legislative  activity  with 
reference  to  schools  can  not  fail  to  detect  this  as  a species  of  the 
general  variety  of  efforts  to  give  to  the  public  school  as  an  institution 
a character  of  abiding  loyalty. 

749.  California:  Adding  sec.  1617a  to  Political  Code,  1906,  requiring  that  the 

United  States  flag  shall  be  hoisted  on  all  public  schoolhouses  and  dis- 
played in  each  schoolroom. 

Chap.  225,  Mar.  15,  1907. 

750.  Indiana:  Providing  under  certain  circumstances  for  the  purchase  of 

United  States  flags  by  school  corporations,  and  fixing  times  for  the  dis- 
playal  thereof  on  school  buildings;  providing  a penalty  for  mutilation  of 
flag  or  appliances. 

Flags  to  be  purchased  from  funds  privately  donated. 

Chap.  253,  Mar.  12,  1907. 

751.  Kansas:  Providing  for  the  display  of  United  States  flag  on  public  schools, 

and  for  flag  exercises  and  observance  of  holidays. 

Chap.  329,  Mar.  6,  1907. 

752.  Maine:  Providing  schools  with  flags. 

Requiring  municipal  officers,  upon  report  of  the  superintendents  of 
schools,  to  furnish  flags  to  schools  not  already  provided. 

Chap.  182,  Public  Laws,  Mar.  28,  1907. 

753.  Oregon:  Providing  for  the  public  display  of  the  United  States  flag  upon 

or  near  each  public  school  building  and  authorizing  the  payment  of  ex- 
penses in  connection  therewith. 

Chap.  37,  Feb.  16,  1907. 

754.  Tennessee:  Requiring  that  the  flag  of  the  United  States  of  America  be 

displayed  from  all  county  and  municipal  public  schoolhouses  in  counties 
having  a population  of  70,000  and  less  than  90,000  by  the  federal  census 
of  1900,  or  that  may  have  that  number  of  inhabitants  by  any  subsequent 
federal  census,  and  providing  penalties  for  failure  to  comply  with  the  pro- 
visions of  the  act. 

Chap.  480,  Apr.  15,  1907. 

755.  Utah:  Requiring  every  board  of  education  or  school  trustees  to  provide 

each  schoolhouse  or  the  grounds  thereof  with  an  American  flag,  and  to 
cause  the  said  flag  to  be  displayed  thereon  during  daylight  on  legal  holi- 
days, Feb.  12,  and  “ Flag  Day  ” of  each  year. 


Chap.  32,  Mar.  11,  1907. 


128  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

E.  TEACHERS  IN  ELEMENTARY  AND  SECONDARY  SCHOOLS. 


(a)  Qualifications:  General. 

756.  Kansas:  See  enactment  Ao.  1103. 

757.  Washington:  Amending  sec.  141  (Code  of  Public  Instruction),  relative  to 

requirements  for  teachers’  certificates. 

Raising  lower  age  limit  from  17  years  to  18  years.  Providing  for  first 
grade  primary  certificates. 

Sec.  13,  chap.  240,  Mar.  18,  1907. 

758.  Wisconsin:  Amending  sec.  9,  chap.  439,  Laws,  1901,  as  amended  by  chap. 

285,  Laws,  1903,  and  chap.  289,  Laws,  1905,  and  making  said  section 
sec.  496d,  Statutes,  1898,  relative  to  state  aid  for  graded  schools. 

Requiring  principals  of  state  graded  schools  of  second  class,  holding 
first  grade  county  certificates  or  state  certificates,  to  have  not  less  than 
one  year’s  successful  experience;  or  such  principal  may  hold  a second 
grade  county  certificate,  in  which  case  he  must  have  had  not  less  than 
two  years’  successful  experience. 

Chap.  374,  June  24,  1907. 


(b)  Teachers’  examinations  and  certificates:  General. 

By  reason  of  their  volume,  and  of  their  many  evidences  of  educa- 
tional progress,  the  enactments  concerning  the  standards  of  qualifi- 
cation for  teachers  in  the  public  schools  represent  one  of  the  most 
interesting  phases  of  the  legislative  activity  of  the  biennium,  espe- 
cially when  considered  together  with  those  dealing  with  normal 
schools  and  other  institutions  set  up  for  the  purpose  of  the  profes- 
sional education  and  training  of  teachers.  ( See  Section  G,  enactments 
898-946.) 

In  general  it  may  be  said  that  the  legislation  of  the  current  bien- 
nium does  not  present  such  notable  illustrations  of  progress  as  did 
that  of  the  biennium  1904-1906.  The  tendency  to  continue  the  proc- 
ess of  centralizing  the  right  of  examination  and  the  powers  of 
certification  of  teachers  in  state  boards  and  officers  is  continued, 
although  not  in  such  a marked  manner  as  in  the  previous  biennium. 
The  revised  school  codes  of  Nevada  (774)  and  South  Dakota  (780) 
contain  evidences  of  the  tendencies  of  the  present  day  progress.  The 
establishment  of  the  state  board  of  examiners  in  North  Carolina 
(777),  the  amended  act  in  Ohio  (779)  relative  to  the  granting  and 
revocation  of  teachers’  certificates,  the  Washington  act  (786)  creating 
city  boards  of  examiners,  and  the  amended  Wyoming  act  (788),  rela- 
tive to  the  state  board  of  examiners,  may  be  regarded  as  the  more 
important  enactments  of  this  group. 

759.  Alabama:  Repealing  sec.  16,  act  No.  395,  p.  217,  Laws,  1899,  as  amended 
by  act  No.  316,  p.  114,  Laws,  1901  (act  No.  393,  p.  309,  Laws,  1903),  rela- 
tive to  a uniform  system  for  examination  and  licensing  of  teachers  of 
the  public  schools. 

Removing  prohibition  that  teachers  shall  not  be  granted  second-grade 
certificates  more  than  twice. 


Act  No.  343,  p.  452,  Mar.  13,  1907. 


TEACHERS  IN  ELEMENTARY  AND  SECONDARY  SCHOOLS.  129 


760.  Alabama:  Amending  sec.  17,  act  No.  395,  p.  217,  Laws,  1899,  as  amended 

by  act  No.  316,  p.  114,  Laws,  1901,  relative  to  a uniform  system  for 
examination  and  licensing  of  teachers  of  public  schools. 

After  six  years  (formerly  ten)  in  teaching  under  first-grade  certifi- 
cates, teachers  may  be  granted  life  certificates. 

Act- No.  361,  p.  483,  July  17,  1907.  (Sec.  1741,  Code,  1907.) 

761.  Arizona:  Amending  par.  2238  (sec.  108,  chap.  12,  tit  19),  Revised  Stat- 

utes, 1901,  relative  to  teachers’  certificates. 

Providing  that  holders  of  Arizona  Normal  School  or  life  diplomas, 
upon  the  presentation  thereof,  may  be  absolved  from  the  requirement  of 
filing  certificate  with  county  superintendent. 

Sec.  3,  chap.  67,  Mar.  21,  1907.  (July  1,  1907.) 

762.  Arizona:  Amending  par.  2144  (sec.  15,  chap.  2,  tit.  19),  Revised  Statutes, 

1901,  relative  to  territorial  board  of  examiners. 

Providing  for  the  payment  of  a fee  of  $2  for  the  issuance  of  certifi- 
cates to  holders  of  state  normal  school  and  life  diplomas  of  other  States. 

Sec.  12,  chap.  67,  Mar.  21,  1907.  (July  1,  1907.) 

763.  Arizona:  Repealing  subdiv.  4,  par.  2149  (sec.  20,  chap.  4,  tit.  19),  Revised 

Statutes,  1901,  relative  to  duties  of  county  superintendents  with  respect 
to  teachers’  examinations. 

Providing  for  the  collection  of  an  examination  fee  of  $2  from  appli- 
cants. Superintendents  violating  rules  established  for  conducting  exami- 
nations of  teachers,  guilty  of  misdemeanor. 

Sec.  15,  chap.  67,  Mar.  21,  1907.  (July  1,  1907.) 

764.  Idaho:  Amending  sec.  4,  p.  86,  Laws,  1899  (sec.  1009,  Political  Code,  1901), 

as  amended  by  p.  83,  Laws,  1905,  relative  to  state  certificates  and 
diplomas. 

Increasing  term  of  validity  of  state  certificates  from  five  to  eight 
years. 

H.  B.  No.  Ill,  p.  56,  Feb.  22,  1907. 

765.  Indiana:  See  enactment  No.  922. 

766.  Iowa:  Amending  sec.  2629,  Code  Supplement,  1902,  relative  to  the  board 

of  educational  examiners. 

Minor  amendment  regarding  the  persons  to  conduct  examinations. 

Sec.  2,  chap.  6,  Apr.  4,  1907. 

767.  Iowa:  Amending  sec.  2631,  Code,  1897,  relative  to  state  certificates  and 

diplomas. 

Reducing  fee  for  state  certificates  from  $3  t©  $2.  Striking  out  clause 
concerning  return  of  fees  to  applicants  failing  in  examination. 

Sec.  3,  chap.  6,  Apr.  4,  1907. 

768.  Kansas:  Repealing,  and  reenacting  with  amendments,  secs.  3 and  4,  chap. 

424,  Laws,  1903,  relating  to  county  boards  of  examiners  and  providing  for 
professional  certificates  to  be  issued  by  county  boards  of  examiners. 

Modifying  period  of  validity  of  different  grades  of  certificates.  Minor 
changes  concerning  the  granting  of  professional  certificates. 

Chap.  341,  Mar.  9,  1907. 

769.  Kentucky:  See  enactment  No.  909. 

770.  Mississippi:  Authorizing  the  state  board  of  examiners  in  cases  where 

examination  papers  of  teachers  have  been  destroyed  by  the  burning  of 
the  court-house  to  transfer  their  licenses  to  other  counties ; and  authoriz- 
ing the  granting  of  a state  license  to  teachers  of  such  counties,  exempt 
from  examination,  where  their  examination  papers  have  been  burned. 

Chap.  133,  Mar.  21,  1908. 


63470—09 9 


130  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


771.  Mississippi : Amending  sec.  4555,  Code,  1906,  relative  to  the  issuance  of 
professional  teachers’  licenses. 

Adding  physics  to  the  list  of  examination  subjects. 

Chap.  201,  Feb.  14,  1908. 

D772.  Mississippi  (1908)  : Code,  1906,  sec.  4539,  provides  that  school  exami- 
nations shall  be  held  on  questions  prepared  by  the  state  superintendent 
of  education  and  sent  sealed  to  the  county  superintendent,  to  be  opened 
by  him  in  the  presence  of  the  teachers,  after  they  have  assembled,  and 
after  the  seals  have  been  inspected  by  the  examiners;  and  sec.  4546 
provides  that  any  person  who  sells  or  offers  to  sell  or  give  away  the 
examination  questions  or  answers  to  the  same  prepared  by  the  proper 
authorities  for  the  examination  of  teachers  of  public  schools,  before  the 
date  of  the  examination,  shall  be  guilty  of  a misdemeanor.  Held , that  a 
conviction  for  offering  to  sell  examination  questions  under  such  sections 
could  not  be  sustained  where  the  proof  did  not  show  that  the  questions 
offered  for  sale  were  prepared  by  the  state  superintendent  of  education 
and  sealed  and  sent  to  the  county  superintendent  of  education,  as  pro- 
vided.— Bryant  v.  State,  46  So.,  247. 

773.  Nebraska:  See  enactment  No.  922b. 

774.  Nevada:  See  enactment  No.  29. 

D775.  New  York  (1905)  : Laws,  1901,  p.  1774,  chap.  718  (revised  amended 
Greater  New  York  charter,  sec.  1089),  declaring  that  at  the  close  of  the 
third  year  of  continuous  successful  service  of  a teacher  the  city  super- 
intendent may  make  a temporary  license  permanent,  does  not  require  the 
superintendent  to  make  a license  permanent  under  such  circumstances. — 
People  v.  Board  of  Education  of  City  of  New  York,  94  N.  Y.  S.,  61;  106 
App.  Div.,  101. 

Under  Laws,  1901,  p.  1774,  chap.  718  (revised  amended  Greater  New 
York  charter,  sec.  1089),  providing  that  at  the  close  of  the  third  year  of 
continuous  successful  service  of  a teacher  the  city  superintendent  may 
make  a temporary  license  permanent,  the  issuance  of  a special  license  to 
a teacher  who  has  served  three  years  under  a temporary  license  is  not 
a determination  by  the  superintendent  that  the  teacher  is  entitled  to  a 
permanent  license. — Ibid. 

D776.  New  York  (1905)  : Laws,  1892,  p.  1485,  chap.  677,  sec.  24  (statutory 
construction  law),  as  amended  by  Laws,  1897,  p.  759,  chap.  614,  sec.  1, 
declaring  that  Saturday  afternoon  shall  be  deemed  a public  half  holiday 
“ for  all  purposes  whatsoever  as  regards  the  transaction  of  business  in 
the  public  offices  of  this  State  or  counties  of  this  State,”  does  not,  as 
construed  by  the  court  of  appeals,  prohibit  an  officer  from  voluntarily 
performing  an  official  act  on  public  holidays,  or  render  such  act  void  or 
voidable,  unless  it  is  such  as  to  create  an  unlawful  preference  under  the 
recording  act,  or  is  prohibited  by  some  other  statute.  Ordinances  City 
of  Buffalo,  chap.  3,  sec.  20,  provides  that  all  offices  in  all  departments 
and  bureaus  of  the  city  government  shall  be  open  for  the  transaction  of 
business  on  every  day,  excepting  Sundays  and  holidays,  from  8.30  o’clock 
a.  m.  until  4.30  o’clock  p.  m.,  and  excepting  on  Saturday,  when  the  same 
shall  be  open  from  8.30  o’clock  a.  m.  until  12  o’clock  m.  Held,  that  in 
view  of  such  construction  of  the  statute,  the  city  board  of  school  exam- 
iners were  not  prohibited  under  the  ordinance  from  continuing  beyond 
noon  of  Saturday  an  examination  of  applications  for  positions  as  public 
school  teachers. — Cohn  v.  Townsend,  94  N.  Y.  S.,  817. 

The  courts  have  no  power  to  control  the  exercise  of  the  judgment  and 
discretion  reposed  by  law  in  an  executive  officer  as  part  of  his  official 
functions,  and  hence  can  not  control  the  action  of  the  board  of  school 
examiners  of  a city  as  to  fixing  the  day  for  holding  teachers’  examina- 
tions, or  as  to  granting  special  examinations  to  persons  observing  Satur- 
day as  a Sabbath. — Ibid. 

111.  North  Carolina:  Amending  sec.  4162,  chap.  85,  Revisal,  1905,  relative  to 
teachers’  certificates. 

Providing  for  state  certificates  and  prescribing  the  conditions  therefor. 
Creating  state  board  of  examiners  and  prescribing  composition,  compen- 


TEACHERS  IN  ELEMENTARY  AND  SECONDARY  SCHOOLS.  131 

• 

sation,  and  duties.  Providing  that  teachers  holding  state  certificates 
shall  be  paid  minimum  salary  of  $30  per  month. 

Sec.  11,  chap.  835,  Mar.  9,  1907. 

778.  North  Carolina:  Amending  sec.  4163,  chap.  85,  Revisal,  1905,  relative  to 
qualifications  of  teachers. 

Inserting  provision  relative  to  recognition  of  state  certificates. 

Sec.  lj,  chap.  835,  Mar.  9,  1907. 

779*.  Ohio:  Repealing,  and  reenacting  with  amendments,  secs.  4073  and  4081, 
Revised  Statutes  (1905),  relative  to  the  granting  and  revocation  of  teach- 
ers’ certificates,  age  limit,  and  hearing  on  revocation  of  certificates  in 
counties  and  in  city  school  districts. 

Minor  modifications  of  the  conditions  of  renewal  of  certificates  without 
examination.  Professional  certificates — i.  e.,  those  issued  for  five  or  eight 
years — to  be  valid  in  any  county  in  the  State;  when  granted  by  a city 
board  of  examiners,  in  any  city  in  the  State.  Providing  for  certificates 
without  formal  examination,  except  in  theory  and  practice  of  teaching 
and  in  the  science  of  education,  to  graduates  of  schools  for  training  of 
teachers  and  colleges  and  universities.  Providing  also  for  temporary 
certificates. 

H.  B.  453,  p.  350,  May  9,  1908. 


780.  South  Dakota:  See  enactment  No.  100. 

D 781.  Texas  (1906)  : In  prosecution  for  fraudulently  using  questions  prepared 
by  the  state  superintendent  of  public  instruction  for  the  examination  of 
teachers  for  certificates,  evidence  examined,  and  held  insufficient  to  sus- 
tain a conviction. — Felder  v.  State,  97  S.  W.,  701;  Fulsom  v.  Same,  98  S. 
W.,  853. 

Evidence  held  insufficient  to  sustain  a conviction  for  fraudulently  pro- 
curing and  using  questions  prepared  by  the  superintendent  of  public 
instruction  for  teachers’  examinations. — Felder  v.  State,  97  S.  W.,  701. 

An  instruction  authorizing  a conviction  of  defendant  if  he  unlawfully 
procured  and  used  the  questions  prepared  by  the  superintendent  of  public 
instruction  for  teachers’  examinations  was  erroneous  for  failure  to  charge 
that  the  questions  must  have  been  fraudulently  used. — Ihid. 

Acts,  twenty-ninth  legislature,  p.  296,  chap.  124,  sec.  124a,  making  it  a 
penal  offense  for  an  applicant  for  a teacher’s  certificate,  prior  to  examina- 
tion, to  procure  or  fraudulently  use  the  questions  previously  prepared 
by  the  state  superintendent  to  be  used  in  the  examinations,  is  not  in- 
valid because  it  does  not  eliminate  in  terms  county  superintendents  of 
public  instruction  and  boards  of  examiners  from  having  and  using  the 
questions  prepared  by  the  superintendent  of  public  instruction. — Felder  v. 
State,  97  S.  W.,  701. 

D 782.  Texas  (1906)  : Acts,  twenty-ninth  legislature,  p.  296,  chap.  124,  sec. 
124a,  making  it  a penal  offense  for  an  applicant  for  a teacher’s  certificate, 
prior  to  an  examination,  to  procure  or  use  the  questions  previously  pre- 
pared by  the  state  superintendent  and  forwarded  to  the  board  of  exam- 
iners, to  be  used  by  them  in  examination,  is  included  in  the  title  to  the 
act,  which  is,  “ Schools — providing  for  a complete  system  of  public  free 
schools  in  Texas,”  and  in  the  phrase  in  the  caption,  “ providing  for  board 
of  examiners  and  the  issuance  of  teachers’  certificates,”  and  is  in  com- 
pliance with  constitution,  art.  3,  sec.  35,  relating  to  the  title  and  caption 
of  acts.— Felder  v.  State,  97  S.  W.,  701. 

783.  Vermont:  Amending  sec.  660,  Statutes,  1894,  as  amended  by  sec.  6,  act 
No.  19,  Acts,  1896,  and  by  sec.  7,  act  No.  25,  Acts,  1902,  relative  to  the 
issuance  of  teachers’  certificates. 

“ Sec.  660.  A certificate  which  shall  be  valid  until  revoked  by  the  offi- 
cers granting  the  same  may  be  issued  by  the  concurrent  action  of  the 
superintendent  of  education  and  the  examiner  of  teachers  in  the  county 
where  the  teacher  last  taught,  to  a person  who  has  taught  in  the  public 
schools  five  hundred  weeks;  or  to  a person  who  is  a graduate  of  an 
approved  college  and  who  has  devoted  at  least  eight  years  to  teaching 


132  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


in  or  superintending  public  schools  in  the  State;  also  to  a person  who 
has  taught  in  the  public  schools  of  the  State  for  two  hundred  weeks, 
and  has  held  certificates  of  the  first  grade  for  ten  years,  or  certifi- 
cates of  the  first  and  second  grades  for  twelve  years,  or  certificates  of 
the  second  or  third  grade,  or  their  equivalents,  for  fourteen  years,  pro- 
vided that  in  no  case  special  certificates  are  included.” 

Act  No.  47,  Nov.  9,  1906. 

784.  Washington:  Amending  sec.  2407,  Annotated  Codes  and  Statutes,  1897, 
relative  to  the  classification  and  issuance  of  teachers’  certificates. 

Providing  for  permanent  certificates  under  specified  conditions  to 
holders  of  certain  certificates.  Providing  also  for  the  issuance  of  tem- 
porary certificates  by  the  superintendents  of  schools  of  certain  cities. 

Chap.  58,  Mar.  4,  1907. 


785.  Washington:  Providing  for  the  holding  of  state  certificates  and  life 
diplomas. 


Chap.  81,  Mar.  7,  1907. 


786.  Washington:  Relative  to  the  certification  of  teachers  in  cities  employing 
400  or  more  teachers  in  the  public  schools  thereof. 

Creating  a city  board  of  examiners,  prescribing  their  powers  and  duties, 
and  the  conditions  for  granting  the  several  grades  of  certificates. 

Chap.  239,  Mar.  18,  1907. 


787.  Washington:  Amending  sec.  139  (Code  of  Public  Instruction),  relative 
to  the  issuance  of  state  certificates  without  examination. 

Sec.  12,  chap.  240,  Mar.  18,  1907. 

788*.  Wyoming:  Amending  and  reenacting  sec.  629,  Revised  Statutes,  1899, 
as  amended  by  sec.  3,  chap.  90,  Laws,  1903,  relative  to  a state  board  of 
examiners.  Repealing  sec.  631,  Revised  Statutes,  1899,  as  amended  by 
sec.  4,  chap.  57,  Laws,  1901,  relating  to  the  examination  of  teachers. 

Providing  for  the  issuing  of  teachers’  certificates  by  state  superintend- 
ent of  public  instruction  ; also  for  the  compensation  of  the  members  of  the 
state  board  of  examiners. 

Providing  that  state  board  of  examiners  shall  recommend  annually  list 
of  books  for  the  state  reading  circle  for  teachers  and  list  of  books  suitable 
for  genera]  reading  by  pupils. 

Repealed  sections  relate  to  conduct  of  teachers’  examinations  and  the 
issuing  of  certificates  by  county  superintendent. 

Chap.  65,  Feb.  16,  1907. 


(c)  Teachers’  examinations  and  certificates:  Special. 

Aside  from  the  two  Wisconsin  amendments  (795)  and  (796),  the 
enactments  of  this  group  contain  nothing  of  large  interest. 

789.  Kansas:  Authorizing  county  superintendents  to  issue  temporary  teachers’ 

certificates. 

Certificates  to  be  valid  until  next  quarterly  examination. 

Chap.  342,  Mar.  7,  1907. 

790.  Vermont:  Amending  sec.  1,  act  No.  33,  Acts,  1904,  relative  to  the  issuance 

of  special  teachers’  certificates. 

Sec.  1,  act  No.  43,  Dec.  18,  1906.  (Apr.  1,  1907.) 

791.  Vermont:  Amending  sec.  1,  act  No.  24,  Acts,  1898,  as  amended  by  sec.  1, 

act  No.  26,  Acts,  1900,  relative  to  the  issuance  of  special  certificates  to 
kindergarten  and  primary  teachers. 

Sec.  2,  act  No.  43,  Dec.  18,  1906.  (Apr.  1,  1907.) 


TEACHERS  IN  ELEMENTARY  AND  SECONDARY  SCHOOLS.  133 


792.  Vermont:  Amending  sec.  662,  chap.  35,  Statutes,  1894,  as  amended  by 

sec.  3,  act  No.  20,  Acts,  1898,  and  by  sec.  8,  act  No.  25,  Acts,  1902,  and  by 
sec.  1,  act  No.  35,  Acts,  1904,  relative  to  discretionary  permits  to  teach. 

Giving  discretionary  power  to  county  examiner  in  the  issuance  of  per- 
mits to  teach  based  upon  examinations  by  town  superintendents. 

Act  No.  48,  Nov.  7,  1906. 

793.  Washington:  Amending  sec.  51,  chap.  118,  Laws,  1897  (Code  of  Public 

Instruction),  relative  to  qualification  of  teachers. 

Providing  for  recognition  of  temporary  certificates  granted  by  certain 
city  superintendents. 

Sec.  6,  chap.  240,  Mar.  18,  1907. 

794.  Washington:  Amending  sec.  137  (Code  of  Public  Instruction),  relative  to 

teachers’  diplomas  and  certificates. 

Providing  for  the  issuance  of  temporary  certificates  by  superintendents 
of  city  schools  in  certain  instances. 

Sec.  11,  chap.  240,  Mar.  18,  1907. 

795.  Wisconsin:  Amending  sec.  458g,  Statutes,  1898,  and  sec.  1,  chap.  69,  Laws, 

1903,  and  making  the  said  sec.  458q,  Statutes,  1898,  relative  to  legal  quali- 
fications of  kindergarten  teachers. 

Giving  diplomas  from  normal  kindergarten  training  schools  value  as 
certificates  to  teach  in  the  first  three  years  of  the  primary  grades.  Con- 
struing “ primary  grade  ” as  in  sec.  1,  chap.  248,  Laws,  1905. 

Chap.  317,  June  21,  1907. 

796.  Wisconsin:  Repealing,  and  reenacting  with  amendments,  secs.  458a,  458b, 

458d,  458g,  and  458h,  Statutes,  1898,  as  amended  by  chap.  171,  Laws, 
1901,  and  sec.  1,  chap.  64,  Laws,  1903,  relative  to  the  granting  of  state 
teachers’  certificates  and  licenses  by  the  state  superintendent  of  public 
instruction. 

Providing  for  two  years’  successful  teaching  experience  within  the 
State  as  a condition  for  the  issuance  of  unlimited  state  certificates  to 
holders  of  state  certificates  granted  in  other  States;  providing  also  for 
special  temporary  licenses  in  such  cases. 

Providing  for  licenses  and  state  certificates  after  one  year  of  successful 
experience  to  graduates  of  kindergarten  training,  or  manual  training, 
and  of  domestic-science  courses  of  normal  schools,  to  graduates  of  the 
full  and  elementary  courses  of  the  state  normal  schools,  and  to  graduates 
of  the  University  of  Wisconsin.  University  and  normal-school  diplomas 
no  longer  to  be  countersigned  by  state  superintendent. 

Chap.  579,  July  12,  1907. 


(d)  Teachers’  certificates:  Validity;  indorsement;  registration;  revocation. 

The  enactment  in  Iowa  (798)  relative  to  the  validation  of  teachers’ 
certificates  issued  in  other  States  is  of  interest  in  connection  with  the 
developing  movement  for  increased  reciprocity  and  a juster  comity 
between  States  in  the  matter  of  the  certification  of  teachers.  The  step 
taken  by  North  Dakota  (802),  for  the  very  evident  protection  of 
school  boards  from  teachers  willfully  violating  contracts,  reflects  in  a 
striking  way  both  ethical  and  economic  circumstances.  This  enact- 
ment is  similar  in  intent  to  those  of  Oklahoma  and  Oregon  in  1905. 
The  decision  in  the  case  of  Stone  v.  Fritts,  in  Indiana  (D  797),  may 
be  regarded  as  one  of  the  most  interesting  of  the  recent  interpreta- 
tions of  the  legal  aspects  of  the  issuance  and  revocation  of  teachers’ 
certificates. 


134  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

D 797.  Indiana  (1907)  : °The  statute  authorizing  the  granting  of  a license  to 
teach  in  a public  school  may  provide  for  its  revocation  under  designated 
contingencies. — Stone  v.  Fritts,  82  N.  E.,  792. 

Burns’s  Ann.  Stat.,  1901,  sec  5905f,  authorizing  the  county  superin- 
tendent of  schools  to  revoke  teachers’  licenses,  held  to  justify  the  superin- 
tendent to  revoke  only  for  the  statutory  causes,  and  if  he  acts  on  other 
grounds,  equity  may  intervene. — Ibid. 

The  utmost  the  holder  of  a teacher’s  license  may  ask,  as  to  proceedings 
to  revoke  the  license,  is  that  they  shall  conform  to  the  law  authorizing 
revocation. — Ibid. 

Where  a county  superintendent  has  jurisdiction  of  a proceeding  to 
revoke  a teacher’s  license,  his  bias  and  want  of  judicial  capacity  are  not 
grounds  for  interference  b^  the  courts. — Ibid. 

798*.  Iowa:  Empowering  the  board  of  educational  examiners  to  validate 
teachers’  certificates  issued  in  other  States. 

Requirements  for  such  certificates  must  be  equal  to  requirements  im- 
posed within  the  State. 

Chap.  149,  Feb.  23,  1907. 

799.  Michigan:  Amending  sec.  15,  act  No.  194,  Acts,  1889  (sec.  1826,  Compiled 

Laws,  1897),  relative  to  life  certificates  to  teach. 

Minor  provision  concerning  indorsement  of  certificates  from  other 
States. 

Act  No.  125,  June  5,  1907. 

800.  Michigan:  Amending  sec.  7,  act  No.  147,  Acts,  1891  (sec.  4814,  Compiled 

Laws,  1897),  relative  to  the  suspension  and  revocation  of  teachers’  cer- 
tificates. 

Providing  for  procedure  in  revoking  certificates  by  board  of  school 
examiners  and  for  temporary  suspension  of  certificate  by  county  com- 
missioner of  schools.  Providing  also  for  appeal  to  probate  court. 

Sec.  1,  act  No.  127,  June  5,  1907. 

801.  Montana:  Amending  sec.  1520,  Political  Code,  1895,  relative  to  the  revoca- 

tion of  state  and  life  diplomas  by  the  state  superintendent  of  public 
instruction. 

Providing  for  revocation  for  any  cause  that  would  require  the  state 
board  of  education  to  refuse  to  grant  it  if  known  at  time  diploma  was 
granted.  Providing  for  the  issuance  of  temporary  state  certificates  by 
state  superintendent. 

Chap.  9,  Feb.  8,  1907. 

802.  North  Dakota:  Amending  sec.  872,  Revised  Codes,  1905,  relative  to  ex- 

aminations and  certificates  of  teachers. 

Providing  for  revocation  of  certificate  of  teacher  willfully  violating 
contract  with  school  board. 

Chap.  104,  Mar.  12,  1907. 


803.  Oklahoma:  Relative  to  teachers’  certificates. 

Designating  conditions  of  validity,  indorsement,  and  revocation. 

Chap.  77,  H.  B.  46,  p.  668,  Mar.  20,  1908. 


804.  Vermont:  Amending  sec.  4,  act  No.  25,  Acts,  1902,  relative  to  special 
teachers’  certificates. 

Authorizing  issuance  by  examiner  of  teachers  of  special  third  instead  of 
special  second  grade  certificates  to  holders  of  certificates  from  other 
States.  Adding  provision  that  a “second  special  third  grade  certificate 
shall  not  be  issued  until  the  applicant  has  received  another  first  or  second 
grade  certificate  issued  on  examination.” 

Sec.  2,  act  No.  44,  Nov.  8,  1906. 


See  “ Recent  decisions,”  at  the  close  of  this  bulletin,  for  complete  text  of  decision. 


TEACHERS  IN  ELEMENTARY  AND  SECONDARY  SCHOOLS.  135 


805.  Vermont:  Amending  sec.  657,  Statutes,  1894,  as  amended  by  sec.  5,  act 

No.  25,  Acts,  1902,  relative  to  the  continuance  of  teachers’  certificates. 

Sec.  1,  act  No.  47,  Nov.  9,  1906. 

806.  Washington:  Amending  secs.  144  and  145  (Code  of  Public  Instruction), 

relative  to  renewal  of  teachers’  certificates. 

Secs.  14  and  15,  chap.  240,  Mar.  18,  1907. 

807.  Wisconsin:  Amending  sec.  450a,  Statutes,  1898,  as  created  by  sec.  2, 

chap  439,  Laws,  1901,  relative  to  examinations  and  to  transfer  and  re- 
newal of  teachers’  certificates. 

Chap.  445,  June  27,  1907.  (July  1,  1907.) 


(e)  Teachers’  certificates;  recognition  of  normal  school  and  college  or 

university  diplomas. 

The  enactments  giving  certification  values  to  normal  school  and 
college  or  university  diplomas  are  in  accord  with  well-established 
educational  practice.  The  enactments  in  Iowa  (815),  Kansas  (816), 
Louisiana  (818),  Maryland  (819),  Nebraska  (821),  Ohio  (822), 
Texas  (823),  and  West  Virginia  (826-828)  are  representative. 

The  action  taken  by  the  State  of  Illinois  (810-813),  granting  to 
the  normal  schools  of  the  State  the  right  to  confer  degrees,  is  not 
without  great  significance  to  all  those  who  discern  possible  grounds 
of  controversy  between  normal  schools  and  universities  in  the  matter 
of  the  training  of  teachers,  especially  for  secondary  schools. 

808.  Arkansas:  See  enactment  No.  903. 

809.  Idaho : Empowering  state  board  of  <eduqation  to  authorize  county  superin- 

tendents to  grant  teachers’  certificates  to  graduates  of  state  normal 
schools  and  to  graduates  of  colleges  and  universities. 

Requiring,  in  addition,  successful  teaching  experience  of  twenty- 
seven  months. 

H.  B.  No.  202,  p.  255,  Mar.  12,  1907. 

810*.  Illinois:  Amending  sec.  6,  p.  299,  Acts,  1857,  providing  for  the  establish- 
ment and  maintenance  of  a normal  university. 

Adding  provision  empowering  the  board  of  education,  upon  recom- 
mendation of  the  faculty,  to  issue  diplomas  and  confer  professional 
degrees 

S.  B.  390,  p.  527,  June  1,  1907. 

811*.  Illinois:  Amending  sec.  12,  p.  63,  Acts,  1895,  relative  to  the  establish- 
ment and  maintenance  of  the  Eastern  Illinois  State  Normal  School. 

Adding  provision  empowering  board  of  trustees,  on  the  recommendation 
of  the  faculty,  to  issue  diplomas  and  confer  professional  degrees. 

“And  the  said  board  shall  have  the  further  power,  on  recommen- 
dation of  the  faculty  of  said  Eastern  Illinois  State  Normal  School, 
to  issue  diplomas  to  such  persons  as  shall  have  satisfactorily  com- 
pleted the  required  studies,  and  to  confer  such  professional  degrees 
as  are  usually  conferred  by  other  institutions  of  like  character  for 
similar  or  equivalent  courses  of  study.” 

S.  B.  452,  p.  522,  June  1,  1907. 

812*.  Illinois:  Amending  sec.  12,  p.  71,  Acts,  1895,  relative  to  the  establish- 
ment and  maintenance  of  the  Northern  Illinois  State  Normal  School. 

Adding  provision  empowering  board  of  trustees,  on  the  recommenda- 
tion of  the  faculty,  to  issue  diplomas  and  confer  professional  degrees. 

S.  B.  454,  p.  524,  June  1,  1907. 


136  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


813.  Illinois : Amending  sec.  12,  Acts,  1869, ' relative  to  the  establishment  and 
maintenance  of  the  Southern  Illinois  Normal  University. 

Adding  provisions  empowering  board  of  trustees,  upon  recommendation 
of  the  faculty,  to  issue  diplomas  and  confer  professional  degrees. 

S.  B.  455,  p.  527,  June  1,  1907. 

D 814.  Indiana  (1908)  : An  act  approved  March  7,  1905  (Acts,  1905,  p.  492, 
sec.  1;  Burns’  Ann.  Stat.,  1905,  sec.  5902a),  provides  that  no  person  shall 
be  eligible  to  the  office  of  county  superintendent  of  schools  unless  he 
shall  hold  a thirty-six  months’  license,  a sixty  months’  license,  or  a life 
or  professional  license  to  teach  in  the  common  schools  of  the  State.  The 
act  concerning  common  schools,  approved  March  6,  1899  (Acts,  1899,  p. 
488,  chap.  214,  sec.  1 ; Burns’  Ann.  Stat.,  1901,  sec.  5905b ) , provides  for 
the  issuance  of  a thirty-six  months’  license  and  a sixty  months’  license 
by  the  state  superintendent  of  public  instruction.  The  act  of  1899 
(Acts,  1899,  p.  243,  chap.  143,  sec.  7;  Burns’  Ann.  St.,  1901,  sec.  5905a) 
provides  for  the  issuance  of  a professional  license  on  such  examination 
held  by  the  county  superintendent  as  may  be  prescribed  by  the  state 
board  of  education,  and  that  such  license  shall  issue  only  on  the  approval 
of  the  state  board.  The  school  law  of  1865  (Acts,  1865,  p.  34,  chap.  1, 
sec.  155;  Burns’  Ann.  Stat.,  1901,  sec.  5851)  provides  for  the  issuance 
of  state  certificates  of  qualification  by  the  state  board  of  education, 
which  shall  entitle  the  holders  to  teach  in  any  of  the  schools  of  the  State 
without  further  examination  and  be  valid  during  the  lifetime  of  the 
holders.  The  act  approved  March  5,  1873  (Acts,  1873,  p.  199,  chap.  86, 
sec.  3;  Burns’  Ann.  Stat.,  1901,  sec.  6049),  in  amendment  of  and  supple- 
mental to  the  original  act  creating  the  State  Normal  School,  authorizes 
the  board  of  trustees  to  grant  certificates  of  proficiency  to  teachers  com- 
pleting the  prescribed  courses  of  study,  and  provides  that  two  years 
after  graduation,  satisfactory  evidence  of  professional  ability  to  instruct 
having  been  received,  such  teachers  shall  be  entitled  to  diplomas  appro- 
priate to  such  professional  degrees  as  the  trustees  shall  confer  on  them, 
which  diplomas  shall  be  considered  sufficient  evidence  of  qualification 
to  teach  in  any  of  the  schools  of  the  State.  Held,  that  a post-graduate 
diploma,  granted  pursuant  to  the  act  approved  March  5,  1873  (Acts, 
1873,  p.  199,  chap.  86;  Burns’  Ann.  Stat.,  1901,  sec.  6049),  to  a graduate 
of  the  State  Normal  School  of  two  years’  standing,  was  not  a life  license 
within  the  act  approved  March  7,  1905  (Acts,  1905,  p.  492,  chap.  163, 
sec.  1 ; Burns’  Ann.  Stat.,  1905,  sec.  5902a ) . — Benham  v.  Bradt,  84 
N.  E.,  1084. 

815.  Iowa:  Empowering  state  board  of  educational  examiners  to  issue  state 

certificates  to  graduates  of  higher  institutions  of  learning. 

Certificates  to  be  issued  upon  evidence  of  fitness  required  by  sec.  2629, 
Code  Supplement,  1902;  valid  for  five  years;  renewal.  (Additional  to 
chap.  2,  tit.  13,  Code,  1897,  and  chap.  122,  Laws,  1906.) 

Chap.  148,  Apr.  13,  1907. 

816.  Kansas:  Relative  to  qualifications  of  teachers  in  common  school  districts 

employing  ten  or  more  teachers. 

Providing  for  examining  committee  and  prescribing  qualifications  of 
teachers.  “ And  no  person  except  one  who  holds  a diploma  or  a certifi- 
cate from  the  state  board  of  education  or  a diploma  from  the  state 
normal  school  shall  be  elected  by  such  [district]  board  as  a teacher  who 
can  not  produce  a certificate  from  the  examining  committee,  and  setting 
forth  that  such  person  is  competent  to  teach  in  such  department  of  said 
school  as  may  be  stated  in  the  certificate  and  is  a person  of  good  moral 
character ; and  provided,  that  a person  holding  such  state  diploma,  state 
certificate  or  state  normal  school  certificate  or  a certificate  granted  by 
the  aforesaid  examining  committee  shall  not  be  required  to  take  any 
county  teachers’  examinations.”  Chap.  340,  Mar.  9,  1907. 

817.  Louisiana:  Fixing  the  status  of  diplomas  and  degrees  granted  by  the 

Louisiana  State  University  and  Agricultural  and  Mechanical  College. 

Entitling  holders  to  same  rights,  immunities,  and  privileges  in  the 
State  as  holders  of  diplomas  and  degrees  of  any  other  institution  of 
learning  whatsoever.  Act.  No.  93,  July  1,  1908. 


TEACHERS  IN  ELEMENTARY  AND  SECONDARY  SCHOOLS.  137 


818.  Louisiana:  Amending  and  reenacting  sec.  59,  act  No.  214,  Acts,  1902,  as 
amended  by  act  No.  133,  Acts,  1906,  relative  to  the  recognition  of  certain 
diplomas  as  teachers’  certificates. 

Providing  for  recognition  of  diplomas  of  Teachers’  College,  Tulane 
University,  and  of  teachers’  training  departments  having  an  approved 
curriculum.  Act  No.  174,  July  3,  1908. 

819*.  Maryland:  Adding  sec.  122E,  Public  General  Laws,  1904,  relative  to  the 
granting  of  teachers’  certificates  to  holders  of  diplomas  from  approved 
colleges  and  universities. 

Chap.  635,  p.  228,  Apr.  6,  1908.  (Aug.  1,  1908.) 

820.  Michigan:  Amending  sec.  1,  No.  126,  Acts,  1893  (sec.  4805,  Compiled 
Laws,  1897 ) , relative  to  granting  of  teachers’  certificates. 

Empowering  state  board  of  education  to  grant  teachers’  certificates 
(formerly  “shall  grant”)  without  examination  to  holders  of  bache- 
lors’, masters’,  or  doctors’  degrees  from  four-year  colleges  in  State. 
Prescribing,  in  addition  to  the  previous  requirement  of  instruction  in 
science  and  art  of  teaching,  that  such  students  “ shall  have  had  oppor- 
tunity for  observation  of  the  actual  work  done  in  the  grades  of  and 
high  schools  of  public  schools.”  Annulment  of  certificate  by  state 
board  of  education  only  for  cause  after  a personal  hearing  of  the  case. 

Act  No.  112,  May  28,  1907, 

821*.  Nebraska:  Repealing  and  reenacting  with  amendments  secs.  11141, 
11142,  11143,  11144,  and  11145,  and  repealing  sec.  11146,  chap.  51,  Cobbey’s 
Annotated  Statutes,  1903,  relative  to  state  teachers’  certificates. 

Providing  that  colleges  or  universities  in  the  State  shall  from  year 
to  year  maintain  entrance  requirements,  degree  requirements,  and  pro- 
fessional study  requirements  equivalent  to  those  of  the  University  of 
Nebraska  before  graduates  shall  be  entitled  to  receive  certificates  to 
teach.  State  superintendent  of  public  instruction  to  satisfy  himself 
by  personal  inspection  or  by  personal  inspection  of  the  state  board  of 

. examiners  for  life  certificates  that  said  requirements  have  been  main- 
tained. Providing  for  signing  of  certificates  by  authorities  of  institutions. 
All  such  certificates  subject  to  the  provisions  for  lapsing  prescribed  in  sec. 
11114c,  Cobbey’s  Supplement,  1905. 

Making  similar  provisions  for  the  recognition  of  the  graduates  of 
colleges,  universities,  and  normal  schools  maintaining  courses  equiva- 
lent to  the  courses  given  in  state  normal  schools.  Provisions  concern- 
ing inspection,  entrance  requirements,  and  so  on. 

Prescribing  sundry  other  conditions  for  institutions  designated. 

Chap.  123,  Apr.  8,  1907. 


822.  Ohio:  See  enactment  No.  77 9. 

823.  Texas:  Validating  the  diploma  of  the  “Texas  Industrial  Institute  and 

College  for  the  Education  of  White  Girls  of  the  State  of  Texas  in  the 
Arts  and  Sciences,”  as  a first  grade  state  teacher’s  certificate ; providing 
for  the  validation  or  extension  of  such  diploma  as  a permanent  state 
teacher’s  certificate ; and  authorizing  school  trustees  to  employ  the  hold- 
ers of  such  diplomas  as  teachers,  and  to  pay  them  from  the  state,  county, 
and  local  funds. 

Chap.  68,  Apr.  5,  1907. 


824.  Utah:  Amending  sec.  3,  chap.  71,  Laws  1905,  relative  to  the  issuance  of 
teachers’  temporary  certificates  by  the  state  board  of  education. 

Permitting  board  to  grant  certificates  valid  for  two  years,  without 
examination,  to  graduates  of  normal  training  schools  of  high  standard. 

Chap.  42,  Mar.  14,  1907. 


825.  Washington:  See  enactment  No.  112. 


138  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8, 


826.  West  Virginia:  Amending  and  reenacting  sec.  85,  chap.  45,  Code,  1906, 

relative  to  the  West  Virginia  University  and  the  value  of  a diploma 
issued  from  said  institution. 

Giving  to  such  diploma  a value  equivalent  to  a first-grade  certificate 
for  a period  of  five  years.  “ Provided,  that  the  person  obtaining  such 
diploma  shall  have  completed  not  fewer  than  six  courses  in  the  depart- 
ment of  education  of  said  institution.” 

Chap.  24,  Feb.  11,  1908. 

827.  West  Virginia:  Amending  and  reenacting  sec.  58,  chap.  45,  Code,  1906, 

relating  to  the  state  normal  school  and  its  branches  and  the  value  of  a 
diploma  issued  therefrom. 

Diploma  to  be  equivalent  to  first-grade  certificate  for  a period  of  five 
years;  graduates  of  branch  normal  schools  to  have  same  rights  and 
privileges  as  graduates  of  Marshall  College  (West  Virginia  State  Normal 
School). 

Chap.  24,  Feb.  14,  1908. 

828.  West  Virginia:  Amending  and  reenacting  subsec.  11,  sec.  98b,  chap.  45, 

Code,  1906,  relative  to  the  West  Virginia  colored  institute. 

Providing  for  diplomas  for  pupils  completing  course  of  study  in  the 
normal  department.  Diploma  equivalent  to  first-grade  certificate  in 
duplicate  for  a period  of  five  years. 

Chap.  25,  Feb.  25,  1908 


(f)  Teachers’  Associations. 

829.  Wisconsin:  Amending  sec.  335e,  Statutes,  1898,  as  amended,  relating  to 
printing  the  proceedings  of  the  Wisconsin  Teachers’  Association. 

3,000  [formerly  1,500]  copies  of  proceedings  to  be  printed. 

Chap.  184,  June  6,  1907. 


F.  TEACHERS:  EMPLOYMENT,  ETC. 


(a)  Employment;  contract;  appointment;  dismissal. 

The  enactments  grouped  under  this  heading  vary  apparently  in 
wide  degree  as  to  their  aim,  yet  all  possess  the  common  characteristic 
which  justifies  their  classification  in  this  manner.  The  amendment 
in  Alabama  (830)  as  to  the  contracts  of  teachers  is  typical  of  a move- 
ment wherever  the  county  has  become  the  unit  of  school  organization 
and  a county  board  of  education  organized.  The  legislative  sanction 
for  the  extension  of  the  tenure  of  office  of  principals  and  superin- 
tendents in  Missouri  (843)  is  one  that  will  admit  of  imitation 
throughout  the  country.  The  provision  of  the  Louisiana  (838) 
amended  statute  providing  that  the  marriage  of  a woman  teacher  at 
any  time  shall  ipso  facto  vacate  her  position,  will  be  read  with  interest 
in  connection  with  the  former  decision  of  the  New  York  court  of 
appeals,  to  which  reference  is  made  in  New  York  (847).  Michigan 
(841)  followed  the  example  of  Massachusetts  by  enacting  a measure 
establishing  a bureau  of  information  and  employment  for  school 
officers  and  teachers.  Massachusetts  (840)  amended  her  original  act 


teachers:  employment,  etc. 


139 


upon  this  topic  so  as  to  remove  the  requirement  for  the  payment  of 
a registration  fee. 

The  North  Carolina  (850)  provision  relative  to  the  dismissal  of 
teachers  without  hearing,  and  the  Maryland  decision  (D839),  will 
have  a wholesome  result  in  establishing  more  reasonable  relations 
between  employing  boards  and  employed  teachers.  The  decisions 
in  California  (D834),  Indiana  (D836,  D837),  and  Illinois  (D835), 
offer  interesting  commentaries  upon  some  current  practices. 

830.  Alabama:  Amending  sec.  9,  act  No.  365,  p.  289,  Laws,  1903,  providing  for 
the  redistricting  and  management  of  the  public  schools. 

Providing  that  teachers’  contracts  shall  be  made  by  county  board  of 
education  upon  nomination  of  district  trustees.  County  board  of  educa- 
tion to  perform  duties  of  district  trustees  whenever  latter  fail  to  act. 

Sec.  2,  act  No.  358,  p.  478,  July  17,  1907.  (Sec.  1699,  Code,  1907.) 

D 831.  Alabama  (1906)  : As  sec.  10  of  the  act  (Laws,  1903,  p.  292)  makes  it 
the  duty  of  the  district  trustees  to  employ  teachers  subject  to  the  approval 
of  the  county  board,  sec.  11  does  not  deprive  the  trustees  of  the  right  to 
employ  a teacher  subject  to  such  approval,  nor  authorize  the  board  to  em- 
ploy one. — Gibson  v.  Mabrey,  40  So.,  297. 

D 832.  California  (190^)  : Under  Stat.,  1907,  p.  621,  chap.  15,  art.  9,  sec.  5, 
authorizing  the  board  of  education  of  a city  to  employ,  pay,  and  dismiss 
teachers,  and  sec.  14,  p.  624,  of  said  article,  providing  that  teachers 
elected  to  permanent  positions,  who  are  reported  upon  favorably 
by  a majority  of  the  committee  on  classification,  shall  retain  their  posi- 
tions for  the  ensuing  year  without  reelection,  and  shall  be  removed 
only  for  cause;  the  board  of  education  has  the  right  to  remove  any 
teachers,  including  those  elected  to  permanent  positions,  at  will,  except 
such  teachers  holding  permanent  positions  as  have  been  favorably  re- 
ported upon  by  the  committee  on  classification. — Stockton  v.  Board  of 
Education  of  City  of  San  Jose,  78  P.,  730;  145  Cal.,  246. 

Nor  does  the  further  provision  of  sec.  5 of  said  article  and  act  to  the 
effect  that  no  election  of  a teacher  shall  be  construed  as  a contract, 
either  as  to  the  duration  of  time  or  amount  of  wages,  give  the  teacher 
any  great  right  or  security  from  removal,  but  the  object  of  such  pro- 
vision is  to  protect  the  city  against  a claim  that  a teacher  is  entitled 
to  serve  for  any  particular  time  or  at  any  particular  compensation. — Ibid. 

Under  Stat.,  1897,  pp.  621,  624,  chap.  15,  art  9,  secs.  5 and  14,  empower- 
ing the  board  of  education  of  a city  to  dismiss  teachers,  but  providing 
that  teachers  elected  to  permanent  positions  and  reported  upon  favorably 
by  a majority  of  the  committee  on  classification  shall  be  removed  only 
for  cause,  any  irregularity  in  the  proceedings  of  the  classification  com- 
mittee can  not  avail  a teacher  who  has  not  been  favorably  reported  by 
that  committee,  in  proceedings  to  regain  her  position. — Ibid. 

D 833.  California  (1905)  : Under  Pol.  Code,  secs.  1791,  1793,  and  the  charter 
of  San  Francisco,  the  board  of  education  may  investigate  charges  and 
remove  a teacher  thereon,  although  such  charges  are  not  preferred  by  the 
superintendent. — McKenzie  v.  Board  of  Education  of  City  and  County  of 
San  Francisco,  82  P.,  392. 

D 834.  California  (1907)  : Where  school  trustees  in  their  individual  capacity 
agree  with  one  to  employ  him  as  a teacher  and  afterwards  in  regular  ses- 
sion as  a board  repudiate  or  disregard  the  agreement,  such  person  is 
without  redress,  since  the  agreement  was  void,  as  against  public 
policy. — McGinn  v,  Willey,  91  P.,  423. 

D835.  Illinois  (1906)  : A contract  between  the  board  of  education  of  a school 
district,  authorized  by  3 Priv.  Laws,  1867,  p.  321,  to  manage  and  control 
the  common  schools  and  employ  and  discharge  teachers,  and  fix  their 
salaries,  and  the  state  board  of  education,  whereby  the  State  Normal 


140  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

University  is  permitted  to  furnish  teachers  not  having  the  usual  legal 
qualifications  for  certain  classes,  and  critic  teachers  are  to  be  employed 
by  the  state  board  and  public  school  board  acting  concurrently,  who  are 
paid  in  part  by  the  school  district,  is  void. — Lindblad  v.  Board  of  Educa- 
s tion  of  Normal  School  Dist.,  77  N.  E.,  450;  221  111.,  261,  reversing  judg- 
ment (1905),  122  111.  App.,  617. 

D836.  Indiana  (1904)  : Burns’  Ann.  Stat.,  1901,  sec.  5989a,  provides  that  all 
contracts  with  school-teachers  shall  be  in  writing,  and  that  no  action  shall 
be  brought  on  any  contract  not  made  in  conformity  with  the  act.  Held 
that,  where  services  were  rendered  by  a school-teacher  under  an  oral 
employment,  he  could  not  recover  therefor  on  a quantum  meruit,  not- 
withstanding the  services  were  necessary,  acceptable,  and  beneficial  to 
the  school  corporation. — Lee  v.  York  School  Tp.  of  Elkhart  County,  71 
N.  E.,  956. 

D 837.  Indiana  (1904)  : The  provision  of  Burns’  Ann.  Stat.,  1901,  sec.  5989a 
(Acts  Gen.  Assem.  1899,  p.  173,  chap.  Ill),  requiring  all  contracts  for 
the  employment  of  school-teachers  to  be  in  writing  and  signed  by  both 
parties,  is  mandatory. — Taylor  v.  School  Town  of  Petersburg,  72  N.  E., 
159. 

838.  Louisiana:  Amending  and  reenacting  sec.  74,  act  No.  81,  Acts,  1888,  rel- 
ative to  free  public  schools  in  the  city  of  New  Orleans. 

Teachers  and  principals  now  or  hereafter  employed  to  be  considered 
permanent  employees  and  removable  only  for  cause:  “ Provided , That 
the  marriage  of  a female  teacher  at  any  time  shall  ipso  facto  vacate 
her  position.” 

Act  No.  166,  July  2,  1908. 

D 839*.  Maryland  (1906)  : Code  Pub.  Gen.  Laws,  1904,  art.  77,  sec.  53,  authorizes 
the  board  of  school  trustees  to  remove  teachers  at  their  election  after 
notice  in  writing,  giving,  when  required  by  the  teacher  so  notified,  the 
reasons  for  dismissal.  Held,  that  letters  notifying  a teacher  that  the 
trustees  believed  it  for  the  best  interests  of  the  school  that  her  services 
be  dispensed  with  did  disclose  the  reasons  for  her  dismissal  and  were 
insufficient. — Underwood  v.  Board  of  County  School  Commissioners  of 
Prince  George  County,  63  A.,  221 ; 103  Md.,  181. 

840.  Massachusetts:  Amending  sec.  1,  chap.  399,  Acts,  1906,  relative  to  the 

registration  of  teachers  with  the  state  board  of  education. 

Removing  requirement  for  payment  of  fee  of  two  dollars. 

Chap.  213,  Mar.  16,  1907. 

841.  Michigan:  Providing  for  the  establishment  in  the  office  of  the  superin- 

tendent of  public  instruction  of  a bureau  of  information  for  the  benefit 
of  school  officers,  superintendents,  and  teachers. 

Providing  that  teachers  desiring  employment  may  register  in  the 
bureau  of  information.  Fee,  $1.  Information  bureau  to  be  free  to  school 
officers,  superintendents,  and  teachers.  Recommendation  of  teacher  not 
obligatory. 

Act  No.  251,  June  27,  1907. 

D 842.  Michigan  (1906)  : A provision  in  a contract  between  a school  district 
and  a teacher,  authorizing  the  teacher’s  dismissal  at  any  time  on  thirty 
days’  notice,  was  not  beyond  the  power  of  the  district. — Dees  v.  Board 
of  Education  of  City  of  Detroit,  109  N.  W.,  39 ; 146  Mich.,  64 ; 13  Detroit 
Leg.  N.,  696. 

843*.  Missouri:  Amending  sec.  9864,  art.  2,  chap.  154,  Revised  Statutes,  1899, 
relative  to  city,  town,  and  village  schools. 

Providing  that  the  board  of  directors  of  a city,  town,  or  village  school 
district  by  “ unanimous  vote  may  elect  a principal  or  a superintendent  for 
a term  of  two  years,  providing  such  principal  or  superintendent  has 
previously  been  annually  elected  to  said  position  and  has  served  in  said 
capacity  for  at  least  two  successive  years.” 

S.  B.  No.  164,  p.  427,  Mar.  6,  1907. 


teachers:  employment,  etc. 


141 


844.  New  Jersey:  See  enactment  No.  3 M. 

D845.  New  York  (1906)  : The  board  of  education  of  the  city  of  New  York 
may  dispense  with  the  services  of  a teacher  or  any  of  its  clerical  force, 
if  they  are  unnecessary,  without  the  preferment  of  charges  against  the 
incumbent  and  without  passing  a resolution  formally  abolishing  the 
position. — People  v.  Board  of  Education  of  City  of  New  York,  99  N.  Y.  S., 
737 ; 114  App.  Div.,  1. 

D846.  New  York  (1906)  : Under  Greater  New  York  charter,  Laws  1901,  p. 
483,  chap.  466,  sec.  1101,  providing  that  all  school  officers  or  other  em- 
ployees appointed  by  the  board  of  education  before  the  act  took  effect 
should  continue  to  hold  their  respective  positions,  etc.,  subject  to  change 
of  title,  etc.,  and  subject  to  the  right  of  the  board  of  education  to  abolish 
unnecessary  positions,  the  board  has  power,  if  a position  becomes 
unnecessary,  either  to  abolish  it  or  to  transfer  the  incumbent  to  some 
other  position  in  the  department;  and  hence  the  board  had  power,  after 
creating  the  position  of  additional  auditor,  to  remove  an  appointee  thereto 
and  transfer  him  to  another  department  at  a reduced  salary,  as  fixed 
by  the  board  of  estimate  and  apportionment. — People  v.  Board  of  Educa- 
tion of  City  of  New  York,  99  N.  Y.  S.,  737 ; 114  App.  Div.,  1. 

D 847.  New  York  (1906)  : The  by-laws  of  the  board  of  education  of  the  city 
of  New  York  provided  that  the  marriage  of  a female  teacher  vacated 
her  position  and  that  she  could  be  removed  therefor.  The  attention  of 
a teacher  who  had  recently  been  married  was  called  to  this  regulation  by 
the  principal  of  the  school  in  which  she  was  teaching,  and  also  by  the 
district  superintendent.  Upon  their  assurance  that  it  would  be  necessary 
for  her  to  do  so,  she  resigned.  Held,  that  such  resignation  was  not 
obtained  by  fraud  or  duress,  though  the  regulation  in  question  was  sub- 
sequently held  by  the  court  of  appeals  illegal  and  void. — Grendon  v. 
Board  of  Education  of  City  of  New  York,  100  N.  Y.  S.,  253 ; 114  App.  Div., 
759. 

D848.  New  York  (1907)  : The  board  of  education  of  the  city  of  New  York 
may  dispense  with  the  services  of  a teacher  or  any  of  its  clerical  force, 
if  they  are  unnecessary,  without  the  preferment  of  charges  against  the 
incumbent  and  without  passing  a resolution  formally  abolishing  the  posi- 
tion. Order  (1906)  99  N.  Y.  S.,  737;  114  App.  Div.  1,  affirmed. — People 
v.  Board  of  Education  of  City  of  New  York,  80  N.  E.,  1116 ; 187  N.  Y.,  535. 

D 849.  New  York  (1907)  : The  board  of  education  of  the  city  of  New  York 
appointed  a teacher  to  the  position  of  teacher  in  an  evening  school.  The 
notice  of  appointment  merely  fixed  the  time  of  service.  The  teacher 
accepted  the  appointment.  Held,  that  both  parties  entered  into  the  con- 
tract with  knowledge  of  the  powers  of  the  board,  and  the  teacher  could 
not  complain  of  the  board  reducing  her  compensation  in  the  manner  pre- 
scribed by  its  by-laws. — Morris  v.  Board  of  Education  of  City  of  New 
York,  104  N.  Y.  S.,  949;  54  Misc.  Rep.,  605. 

A teacher  in  an  evening  school  is  not  a public  officer,  nor  is  he  within 
Laws,  1900,  p.  1605,  chap.  751,  fixing  the  minimum  salary  of  a day  school- 
teacher ; but  he  is  employed  to  perform  services  for  such  compensation  as 
is  fixed  in  the  contract,  and  in  the  absence  of  any  agreement  as  to  com- 
pensation, he  can  only  recover  what  his  services  are  reasonably  worth. — 
Ibid. 

850.  North  Carolina:  Amending  sec.  4161,  chap.  85,  Revisal,  1905,  relative  to 

the  employment  and  dismissal  of  teachers. 

Providing  that  school  committee  shall  not  dismiss  teachers  without 
hearing.  Sec.  lh,  chap.  835,  Mar.  9,  1907. 

851.  North  Dakota:  Amending  sec.  879,  Revised  Codes,  1905,  relative  to  the 

opening  and  closing  of  school. 

Requiring  teachers  to  exhibit  certificates  to  clerk  of  the  district  school 
board  prior  to  receiving  salary  for  the  first  month. 

Sec.  7,  chap.  95,  Mar.  19,  1907. 

D852.  Ohio  (1904)  : Under  Rev.  Stat.,  sec.  4017,  a board  of  education  can  not 
lawfully  employ  a teacher  for  a term  which  would  expire  after  the  term 


142  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


of  office  of  every  member  of  the  board  employing  him  had  expired  by 
law. — Board  of  Education  of  Canton  v.  Walker,  72  N.  E.,  898;  71  Ohio 
St.,  169. 

853.  Virginia:  Repealing  sec.  1500,  Code,  1904,  relative  to  employment  of  more 
than  one  teacher  in  district  schools  when  enrollment  reached  40  pupils. 

Chap.  396,  Mar.  16,  1906. 


(b)  Teachers’  Salaries. 

The  movement  for  better  salaries  through  the  provision  of  more 
adequate  supporting  funds,  and  through  the  establishment  of  mini- 
mum salary  schedules,  gains  headway  each  biennium.  The  provision 
in  California  (855)  fixing  a minimum  proportion  of  school  funds  to 
be  applied  exclusively  for  the  payment  of  teachers’  salaries,  the  re- 
vised minimum  salary  laws  of  Indiana  (857),  of  Pennsylvania  (869), 
and  of  West  Virginia  (54),  and  the  new  minimum  salary  schedules 
of  Maryland  (858)  and  North  Carolina  (777),  will  be  noted  as  posi- 
tive evidences  of  the  current  trend  of  this  matter.  It  has  been 
thought  advisable  to  present  in  full  the  several  minimum  salary  meas- 
ures of  Indiana  in  order  to  display  the  development  of  the  idea  in 
that  State. 

The  provision  of  the  revised  school  code  of  New  Mexico  (859) 
fixing  a maximum  salary  for  teachers  presents  a new  aspect  of  the 
matter  of  compensation  as  it  seems  to  have  developed  in  some  quar- 
ters. Undoubtedly  this  provision  was  rendered  necessary  by  some 
peculiar  local  situation. 

854.  Arizona:  Amending  par.  2240  (sec.  110,  chap.  12,  tit.  19),  Revised  Statutes, 
1901,  relative  to  payment  of  teachers’  salaries. 

Providing  that  only  holders  of  legal  certificates  or  diplomas  in  force 
for  the  full  term  for  which  payment  is  demanded  shall  be  entitled  to  the 
same.  County  superintendent  made  liable  for  illegal  warrants. 

Sec.  4,  chap.  67,  Mar.  21,  1907.  (July  1,  1907.) 

855*.  California:  Amending  sec.  1622,  Political  Code,  1906,  relative  to  use  of 
state  and  county  school  moneys  for  the  payment  of  teachers’  salaries. 

Extending  application  of  section  to  city  boards  of  education ; providing 
that  40  per  cent  only  of  county  school  money  shall  be  used  for  purposes 
specified  and  all  of  state  school  money  and  at  least  60  per  cent  of  county 
school  money  shall  be  applied  exclusively  for  the  payment  of  teachers’ 
salaries  in  primary  and  grammar  schools. 

Chap.  86,  Mar.  5,  1907. 

856.  Delaware:  See  enactment  No.  615. 

857*.  Indiana:  Classifying  and  regulating  the  minimum  wages  of  teachers  in 
the  public  schools. 

“ Section  1.  Be  it  enacted  * * * That  the  daily  wages  of  teachers 

for  teaching  in  the  public  schools  of  the  State  shall  not  be  less,  in  case 
of  beginning  teachers,  than  an  amount  determined  by  multiplying  2£ 
cents  by  the  general  average  given  such  teacher  in  his  highest  grade  of 
license  at  the  time  of  contracting.  For  teachers  having  had  a successful 
experience  for  one  school  year  of  not  less  than  six  months,  the  daily 
wages  shall  not  be  less  than  an  amount  determined  by  multiplying  3 cents 
by  the  general  average  given  such  teacher  on  his  highest  grade  of  license 


teachers:  employment,  etc. 


143 


at  the  time  of  contracting.  For  teachers  having  had  a successful  ex- 
perience for  three  or  more  school  years  of  not  less  than  six  months  each, 
the  daily  wages  shall  not  be  less  than  an  amount  determined  by  mul- 
tiplying 3£  cents  by  the  general  average  given  such  teacher  on  his  highest 
grade  of  license  at  the  time  of  contracting.  All  teachers  now  exempt 
or  hereafter  exempt  from  examination  shall  be  paid,  as  daily  wages  for 
teaching  in  the  public  schools,  not  less  than  an  amount  determined  by 
multiplying  3 cents  by  the  general  average  of  scholarship  and  success 
given  such  teacher:  Provided,  That  the  grade  of  scholarship  accounted 
in  each  case  be  that  given  at  the  teacher’s  last  examination,  and  that 
the  grade  of  success  accounted  be  that  of  the  teacher’s  term  last  pre- 
ceding the  date  of  contracting : And,  providing,  further,  That  2 per  cent 
shall  be  added  to  the  teacher’s  general  average  of  scholarship  and  success 
for  attending  the  county  institute  the  full  number  of  days,  and  that  said 
2 per  cent  shall  be  added  to  the  average  scholarship  of  beginning  teachers. 

“ Sec.  2.  The  qualifications  required  for  teaching  for  the  different 
classes  shall  be  as  follows : 

“ (a)  A teacher  without  experience:  Shall  be  a graduate  of  a high 
school  or  its  equivalent.  Shall  have  had  not  less  than  one  term  of 
twelve  weeks’  work  in  a school  maintaining  a professional  course  for 
the  training  of  teachers.  Shall  have  not  less  than  a twelve  months’ 
license. 

“ (6)  A teacher  with  one  school  year’s  experience:  Shall  be  a graduate 
of  a high  school  or  its  equivalent.  Shall  have  had  not  less  than  two 
terms  or  twenty-four  weeks’  work  in  a school  maintaining  a professional 
course  for  the  training  of  teachers  or  the  equivalent  of  such  work.  Shall 
have  not  less  than  a two  years’  license.  Shall  have  a success  grade. 

“(c)  A teacher  with  three  or  more  years’  successful  experience:  Shall 
be  a graduate  of  a high  school  or  its  equivalent.  Shall  be  a graduate 
from  a school  maintaining  a professional  course  for  the  training  of 
teachers,  or  its  equivalent.  Shall  have  a three  years’  license  or  its 
equivalent.  Shall  have  a success  grade. 

“ Provided,  That  for  teachers  already  in  the  service,  successful  ex- 
perience in  teaching  shall  be  accepted  as  an  equivalent  for  high  school 
and  professional  training,  as  required  by  all  the  above  classifications. 

“ Sec.  3.  If  any  school  officer  shall  pay  to  any  teacher  for  school  serv- 
ices at  a rate  less  than  that  fixed  by  this  act,  he  shall  be  fined  in  any 
amount  not  exceeding  $100  and  shall  be  liable  in  a civil  action  for  wages 
to  such  teacher  at  the  rate  provided  in  this  act,  which  may  be  recovered 
by  such  teacher,  together  with  an  attorney’s  fee  of  $25,  in  any  court  of 
justice  of  competent  jurisdiction. 

“ Sec.  4.  It  shall  be  the  duty  of  the  state  board  of  education,  from 
time  to  time,  to  provide  regulations  which  shall  define  the  words  ‘ high 
school  ’ and  ‘ equivalent  ’ in  this  act,  it  being  the  intent  hereof  that  only 
such  schools  be  recognized  as  high  schools  as  maintain  a standard  of 
scholarship  and  efficiency  and  course  of  study  to  the  approval  of  the 
state  board  of  education,  and  that  the  word  * equivalent  ’ as  used  in  this 
act  shall  mean  such  a course  of  study  or  training  or  the  ability  to  pass 
such  an  examination  as  in  the  judgment  of  the  state  board  of  education 
would  as  fully  qualify  the  applicant  for  teaching  as  the  qualification  of 
high  school  or  normal  school  work  and  the  license  respectively  named 
above  requires.”  a 

Chap.  101,  Mar.  2,  1907.  (Aug.  1,  1908.) 


° For  the  purpose  of  exhibiting  the  development  of  the  minimum  salary  law  in  Indiana, 
the  original  law  of  1901,  together  with  the  law  as  modified  in  1903,  is  also  presented : 

INDIANA  MINIMUM  SALARY  LAW  OF  1901. 

Section  1.  Be  it  enacted  * * *,  That  the  daily  wages  of  teachers  for  teaching  in 

the  public  schools  and  attending  county  and  township  institutes  shall  not  he  less  than 
an  amount  determined  by  multiplying  ‘2J  cents  by  the  general  average  of  scholarship 
and  success  given  the  teacher  on  his  highest  grade  of  license  at  the  time  of  contracting  : 
Provided,  That  only  the  general  average  of  scholarship  shall  be  used  in  determining  the 
wages  of  beginning  teachers. 

Sec.  2.  School  officers  who  shall  be  adjudged  guilty  of  violating  any  of  the  provisions 
of  this  act  shall  be  fined  in  any  amount  not  exceeding  one  hundred  dollars  ($100)  for 
each  offense.  Chap.  245,  Mar.  12,  1901. 

(Footnote  continued  on  succeeding  page.) 


144 


STATE  SCHOOL  SYSTEMS  I LEGISLATION,  ETC.,  1906-8. 


858*.  Maryland:  Adding  sec.  122$,  Public  General  Laws,  1904,  relative  to  mini- 
mum salaries  for  public  school  teachers. 

“ Section  122$.  That  all  white  teachers  holding  a first-class  teachers’ 
certificate  and  having  taught  for  a period  of  three  years  in  any  of  the 
Public  Schools  of  the  State  of  Maryland,  shall  receive  as  a salary  not 
less  than  $350  per  annum,  and  provided  further  that  if  such  teacher 
holds  a first-class  certificate  and  has  taught  in  the  public  schools  of 
Maryland  for  a period  of  five  years,  he  or  she  shall  receive  as  a salary  not 
less  than  $400  per  annum;  and  provided  further  that  if  a teacher  holds 
a first  class  certificate  and  has  taught  in  the  public  schools  of  Maryland 
for  a period  of  eight  years  he  or  she  shall  receive  as  a salary  not  less 
than  $450  per  annum,  and  provided  that  if  a teacher  holds  a second 
class  certificate  and  has  taught  in  the  public  schools  of  Maryland  for 
a period  of  eight  years  he  or  she  shall  receive  as  a salary  not  less  than 
$350  per  annum  and  the  County  Commissioners  of  the  several  Counties 
shall  levy  a sufficient  amount  to  meet  the  increase  of  salaries  provided 
for  in  this  Act.” 

Chap.  635,  p.  226,  April  6,  1908.  (Aug.  1,  1908.) 

859*.  New  Mexico:  Revising  and  systematizing  the  school  laws. 

“ Teachers’  wages. — From  and  after  September  1,  1907,  the  maximum 
salary  that  shall  be  paid  to  any  teacher  employed  to  teach  in  the  public 
schools  in  this  Territory  holding  a certificate  not  higher  than  the  third 
grade  shall  be  fifty  ($50)  dollars  per  month;  the  maximum  salary 
that  shall  be  paid  to  a holder  of  a certificate  not  higher  than  a second 
grade  shall  be  seventy-five  ($75)  dollars  per  month:  Provided,  That 
permits  shall  in  no  case  be  classed  as  higher  than  a third  grade  certifi- 
cate, but  if  a holder  of  a permit  shall  secure  a regular  teachers’  certifi- 
cate during  the  term  for  which  he  is  engaged,  the  salary  for  the  entire 
term  may  be  fixed  in  accordance  with  the  grade  of  said  certificate; 
Provided,  further,  That  a teacher  employed  in  any  of  the  public  schools 
of  this  Territory  shall  be  entitled  to  full  pay  for  a period  not  to  exceed 
one  month  during  which  the  school  may  be  closed  by  the  board  of 
school  directors,  board  of  education,  or  board  of  health,  on  account  of 
loss  by  fire,  danger  from  contagious  disease,  or  other  similar  cause;  and 
that  every  teacher  employed  in  the  public  schools  of  this  Territory  shall 
be  entitled  to  full  pay  for  every  legal  holiday  that  may  occur  during 
the  school  term  on  any  regular  school  day,  and  for  the  entire  period 
of  the  Christmas  holiday  vacation  not  to  exceed  fifteen  days  when 
such  vacation  shall  occur  during  the  school  term  covered  by  the 
contract.  These  provisions  shall  apply  to  the  public  schools  in  cities, 
towns,  and  villages  as  well  as  in  rural  districts.  Any  school  director, 
member  of  board  of  education,  or  other  person  violating  the  terms  of 


(Footnote — Continued. ) 

INDIANA  MINIMUM  SALARY  LAW  AS  MODIFIED  IN  1903. 

Section  1.  Be  it  enacted,  * * * That  the  daily  wages  of  teachers  for  teaching  in 

the  public  schools  of  the  State  shall  not  be  less  in  the  case  of  beginning  teachers  than 
an  amount  determined  by  multiplying  2\  cents  by  the  scholarship  given  said  teacher 
on  his  highest  grade  of  license  at  the  time  of  contracting;  and  after  the  first  school  term 
of  any  teacher,  said  teacher’s  daily  wages  shall  not  be  less  than  an  amount  determined 
by  multiplying  21  cents  by  the  general  average  of  scholarship  and  success  given  the 
teacher  on  his  highest  grade  of  license  at  the  time  of  contracting ; and  after  three  years 
of  teaching  said  wages  shall  not  be  less  than  an  amount  determined  by  multiplying  2? 
cents  by  the  general  average  of  scholarship  and  success  given  the  teacher  on  his  highest 
grade  of  license  at  the  time  of  contracting  : Provided,  That  2 per  cent  shall  be  added  to 
a teacher’s  general  average  of  scholarship  and  success  for  attending  the  county  institute 
the  full  number  of  days  and  that  said  2 per  cent  shall  be  added  to  the  average  scholarship 
of  beginning  teachers. 

Sec.  2.  All  teachers  now  exempt,  or  hereafter  exempt  from  examination,  shall  be  paid 
as  daily  wages  for  teaching  in  the  public  schools  of  the  State  not  less  than  an  amount 
determined  by  multiplying  2%  cents  by  the  general  average  of  scholarship  and  success 
given  said  teachers  : Provided,  That  the  grade  of  scholarship  counted  in  each  case  be  that 
given  at  the  teacher’s  last  examination,  and  that  the  grade  of  success  counted  be  that  of 
the  teacher’s  term  last  preceding  the  date  of  contracting. 

Sec.  3.  All  school  officers  shall  comply  with  the  provisions  of  this  act  and  shall  pay 
the  teachers  employed  by  them  no  less  than  such  au  amount  as  shall  be  determined  by 
sections  1 and  2 of  this  act.  School  officers  who  shall  be  adjudged  guilty  of  violating 
any  of  the  provisions  of  this  act  shall  be  fined  in  affiy  amount  not  exceeding  $100  for  such 
offense.  The  state  superintendent  of  public  instruction  is  hereby  authorized  to  bring 
action  against  any  school  officer  violating  any  of  the  provisions  of  this  act. 

Chap.  242,  Mar.  11,  1903. 


teachers:  employment,  etc. 


145 


this  Section  shall,  upon  conviction  in  a court  of  competent  jurisdiction, 
he  fined  in  the  sum  not  less  than  ten  ($10)  dollars  nor  more  than  one 
hundred  ($100)  dollars,  or  imprisonment  for  a term  not  less  than  ten 
days  nor  more  than  ninety  days,  and  may  be  removed  from  office  by 
proper  procedure.” 

Sec.  26,  chap.  97,  Mar.  21,  1907. 

D860.  New  York  (1906)  : 0 Where  teachers  in  a public  school  refuse  to  comply 
with  the  regulations  forbidding  the  use  of  religious  dress  in  the  schools 
after  notice  thereof,  they  forfeit  their  right  to  further  compensation 
under  their  contract  of  employment. — O’Connor  v.  Hendrick,  77  N.  E., 
612. 

D 861.  New  York  (1907):  Greater  New  York  Charter,  Laws,  1897,  p.  392. 
chap.  378,  sec.  1086,  provided  that  all  yearly  contracts  of  school-teachers 
should  be  continued  until  the  expiration  of  the  yearly  term  named  therein. 
Sec.  1091  (p.  394)  continued  the  salaries  as  fixed  and  paid  at  the  date  of 
the  consolidation  of  the  different  boroughs  under  the  charter  until  new 
schedules  should  be  adopted  by  the  borough  boards.  Sec.  1117  (p.  404) 
provided  that  all  public-school  teachers  in  any  part  of  the  city  of  Greater 
New  York  should  continue  to  hold  their  positions  and  be  entitled  to  such 
compensation  as  was  then  provided  by  the  various  school  boards,  sub- 
ject to  reassignment  or  to  removal  for  cause.  Laws,  1900,  p.  1607,  chap. 
751,  sec.  4,  amending  its  charter  of  1897  (Laws,  1897,  p.  394,  chap.  378, 
sec.  1091),  provided  that  no  female  teacher  of  a girls’  graduating  class 
should  after  ten  years’  service  receive  less  than  $1,440  per  annum.  Held 
that,  after  ten  years  of  service,  a female  teacher  who  taught  a girls’ 
graduating  class,  both  before  and  after  the  consolidation,  as  well  as  at 
the  time  of  the  going  into  effect  of  chap.  751,  became  entitled  by  such 
act  to  a salary  of  $1,440  per  annum,  and  upon  retirement  to  a pension 
of  half  that  amount ; and  the  fact  that  during  part  of  the  time  she  taught 
in  connection  with  a graduating  class  a class  not  so  far  advanced  did 
not  affect  her  right. — Moore  v.  Board  of  Education  of  City  of  New  York, 
106  N.  Y.  S.,  983. 

862.  North  Carolina:  See  enactment  No.  148. 

863.  North  Carolina:  See  enactment  No.  777. 

864.  North  Dakota:  Making  an  appropriation  to  pay  school-teachers  teaching 

under  contract  in  school  districts  in  unorganized  territory,  which  school 
districts  were  not  lawfully  organized,  and  providing  manner  of  submitting 
claims. 

Appropriating  $1,000. 

Chap.  101,  Mar.  5,  1907. 


865.  Ohio:  See  enactment  No.  1435. 

866.  Ohio:  Repealing,  and  reenacting  with  amendments,  sec.  4091,  Revised 

Statutes  (1905),  relative  to  the  compensation  of  teachers  while  attending 
county  institutes. 

Including  superintendents  of  schools.  Providing  rate  of  compensation 
to  be  paid  when  institutes  are  held  when  schools  are  not  in  session. 

H.  B.  892,  p.  451,  May  9,  1908. 

867*.  Ohio:  Appropriating  $45,000  for  assistance  in  the  maintenance  of  weak 
school  districts. 

To  make  minimum  salary  law  effective. 

H.  B.  1302,  May  9,  1908. 

D868.  Ohio  (1906)  : Where  a board  of  education  has  employed  teachers  for 
the  district  for  the  next  ensuing  school  year,  and  such  teachers,  during 
vacation  and  after  their  employment,  attend  the  county  institute  during 


“ See  “ Recent  decisions,”  at  the  close  of  this  bulletin,  for  complete  text  of  decision. 


63470—09 10 


146  STATE  SCHOOL  SYSTEMS  : LEGISLATION,  ETC.,  1906-8. 


the  week,  such  board  is  authorized  by  Rev.  Stat.  1906,  sec.  4091,  to  pay 
them  for  the  institute  week  as  an  addition  to  their  first  month’s  salary, 
as  fixed  by  the  terms  of  their  employment,  and  at  the  same  rate,  on  pre- 
sentation of  the  certificates  prescribed  by  said  section. — Beverstock  v. 
Board  of  Education  of  Bowling  Green  City  School  Dist.  of  Wood  County, 
78  N.  E.,  1007 ; 75  Ohio  St.,  144. 

869.  Pennsylvania:  Fixing  the  salaries  of  common-school  teachers,  in  districts 
receiving  state  appropriation,  at  no  less  than  $40  per  month  where 
teacher  holds  a provisional  certificate,  and  at  not  less  than  $50  per  month 
in  all  cases  where  the  teacher  holds  a professional,  permanent,  or  normal- 
school  certificate  and  has  had  two  years’  experience  and  obtained  a cer- 
tificate of  proficiency  in  practice  from  the  superintendent  in  charge  of  said 
teacher,  and  providing  payment  by  the  State  for  the  increase  in  salary. 

“ Section  1.  Be  it  enacted,  etc.,  That  from  and  after  the  passage  of 
this  act,  the  salary  of  common-school  teachers,  in  districts  of  this  Com- 
monwealth receiving  State  appropriation,  shall  be  no  less  than  fifty  dollars 
per  month  in  all  cases  where  the  teacher  holds  a professional,  permanent, 
or  normal  school  certificate,  and  has  had  two  years  practice,  and  presents 
a certificate  of  proficiency  in  said  practice,  for  said  time,  from  the 
superintendent  in  charge  of  said  teacher. 

“ Sec.  2.  That  the  minimum  salary  shall  be  forty  dollars  for  all 
teachers  holding  certificates  of  less  grade  than  required  under  section  one 
of  this  act.  And  that  the  State  shall  pay  the  amount  of  increase  in  all 
salaries  that  are  provided  for  under  this  act,  and  over  the  amount  of 
salary  paid  in  each  school  district  in  this  Commonwealth  in  one  thousand 
nine  hundred  and  six,  and  said  increase  shall  be  paid  out  of  the  increased 
appropriation  for  the  common  schools. 

“ Sec.  3.  The  president  and  secretary  of  school  districts,  where  the 
prescribed  salary  is  greater  than  that  paid  for  the  school  year  beginning 
June,  one  thousand  nine  hundred  and  six,  shall  certify  under  oath  to  the 
State  Superintendent  of  Public  Instruction,  on  blanks  prepared  by  him,  the 
number  of  teachers,  with  the  salary  paid  to  each,  in  one  thousand  nine 
hundred  and  six ; the  number  of  teachers,  with  the  salary  paid  each,  for 
the  year  for  which  the  report  is  made ; also  the  number  of  months  in  the 
school  term  for  said  year.  In  order  that  any  district  may  participate  in 
this  additional  appropriation  its  report  must  be  filed  in  the  Department 
of  Public  Instruction  on  or  before  the  first  Monday  of  October,  one  thou- 
sand nine  hundred  and  seven,  and  at  the  same  time  annually  thereafter. 
The  total  amount  payable  to  all  the  school  districts  in  the  State,  on 
account  of  the  increase  of  teachers’  salaries  as  provided  for  in  this  act, 
shall  first  be  deducted  from  the  total  annual  school  appropriation,  and 
the  balance  of  said  appropriation  shall  be  apportioned  and  distributed 
among  the  several  school  districts,  as  provided  for  under  existing  laws. 
The  State  Superintendent  of  Public  Instruction  shall,  at  the  usual  time  of 
paying  the  regular  appropriation,  pay  to  those  districts,  from  the  annual 
school  appropriation,  an  excess  equal  to  the  difference  between  the  sal- 
aries of  the  teachers  for  the  school-year  one  thousand  nine  hundred  and 
six  and  the  minimum  salaries  prescribed  by  this  act. 

“ Sec.  4.  This  act  shall  take  effect  the  first  of  June,  one  thousand  nine 
hundred  and  seven.” 

Amending  act  No.  118,  Oct.  5,  1903. 

Act  No.  249,  May  31,  1907.  (June  1,  1907.) 

D 870.  Pennsylvania  (1908)  :a  Act  Feb.  12,  1869  (P.  L.  150),  creating  the 
central  board  of  education  of  Pittsburg,  gives  no  power  to  such  board 
to  appoint  a salary  commission  and  delegate  to  it  the  power  to  examine 
teachers  and  fix  their  salaries. — Houston  v.  Central  Board  of  Education 
of  Pittsburg  (Pa.),  68  A.,  1036. 

871.  West  Virginia:  See  enactment  No.  277. 


a See  “ Recent  decisions,”  at  the  close  of  this  bulletin,  for  complete  text  of  decision. 


TEACHERS:  EMPLOYMENT;  ETC, 


147 


(c)  Teachers’  pensions. 

No  phase  of  the  practical  as  well  as  the  professional  side  of  educa- 
tion seems  to  have  received  more  widespread  attention  during  the 
biennium  than  that  of  teachers’  pensions.  It  has  been  thought  desir- 
able and  advantageous  to  present  in  full  a number  of  these  new 
pension  measures ; both  those  relating  primarily  to  certain  cities,  and 
those  contemplating  a state  wide  application.  For  purposes  of  gen- 
eral information,  the  incorporation  of  the  existing  retirement- fund 
law  of  New  York  City  has  been  thought  justified. 

The  enactments  in  Louisiana  (877)  and  Massachusetts  (878)  rela- 
tive to  the  benefits  of  the  retiring  fund  of  the  Carnegie  Foundation 
for  the  Advancement  of  Teaching  are  in  all  likelihood  the  forerunners 
of  similar  enactments  in  other  States  during  the  coming  biennium. 

872.  Connecticut:  Making  appropriation  for  the  Connecticut  Teachers’  An- 

nuity Guild  for  the  two  years  ending  Sept.  30,  1909. 

Special  acts,  No.  373,  July  11,  1907. 

873.  Illinois:  Providing  for  the  contribution  from  interest  on  public  school 

funds  to  the  public  school-teachers’  and  public  school  employees’  pension 
and  retirement  funds  in  cities  having  a population  exceeding  one  hundred 
thousand  inhabitants. 

Providing  that  interest  contributed  shall  not  exceed,  in  any  year,  one 
per  cent  of  sums  so  levied  for  such  purposes. 

H.  B.  842,  p.  528,  May  24,  1907. 

874.  Illinois : Providing  for  the  formation  and  disbursement  of  a public  school- 

teachers’ pension  and  retirement  fund  in  cities  having  a population 
exceeding  one  hundred  thousand  inhabitants. 

“ Section  1.  Be  it  enacted,  etc..  That  hereafter  in  cities  having  a popu- 
lation exceeding  100,000  inhabitants,  there  shall  be  created,  established 
and  maintained,  in  the  manner  provided  by  this  act,  a public  school- 
teachers’ pension  and  retirement  fund,  under  the  management  and  control 
of  a board  of  trustees,  to  be  elected  as  hereinafter  provided. 

“ Sec.  2.  There  shall,  in  every  city  in  this  State  having  a population 
exceeding  100,000  inhabitants,  be  elected  a board  of  trustees  to  have  the 
administration  and  control  of  a public  school-teachers’  pension  and  retire- 
ment fund,  to  be  created  and  maintained  in  the  manner  provided  by  this 
act.  Such  board  of  trustees  shall  consist  of  nine  members,  who  shall  each 
hold  office  until  his  successor  is  elected  as  herein  provided.  The  secre- 
tary of  the  board  of  education  of  such  city  shall  be  ex  officio  a member  of 
said  board  of  trustees ; in  addition  thereto  there  shall  be  elected  annually 
at  the  first  meeting  of  the  board  of  education  in  the  month  of  October  of 
each  year  from  said  board  two  of  its  members  to  said  board  of  trustees ; 
and  on  the  date  of  the  first  meeting  of  the  said  board  of  education  held 
in  October,  A.  D.,  1907,  there  shall  be  elected  six  members  to  said  board 
of  trustees  from  the  teachers’  force  employed  in  said  city;  two  for  the 
term  of  one  year,  two  for  the  term  of  two  years  and  two  for  the  term  of 
three  years,  and  on  the  date  of  the  first  meeting  of  said  board  of  educa- 
tion in  the  month  of  October  of  each  year  thereafter  there  shall  in  like 
manner  be  elected  two  members  to  said  board  of  trustees,  who  shall  hold 
their  office  for  a term  of  three  years.  The  election  of  the  members  of 
said  board  of  trustees  by  the  board  of  education  shall  be  by  a majority 
vote  in  such  manner  as  they,  the  board  of  education,  shall  provide.  The 
election  of  the  members  to  said  board  of  trustees  by  the  teaching  force  of 
such  city  shall  be  by  ballot  at  an  election  held  by  the  board  of  education, 
which  shall  conform  as  near  as  may  be  to  the  provisions  of  the  law  in 
relation  to  school  elections,  and  each  person  being  a member  of  the  teach- 


148  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


ing  force  of  such  city,  and  a contributer  to  said  pension  and  retirement 
fund  shall  be  entitled  to  cast,  at  such  election,  one  vote  for  each  trustee 
to  be  elected.  Elections  to  fill  vacancies  may  be  held  and  called  by  the 
board  of  education  at  the  annual  election : Provided , that  the  board  of 
education  may  fill  vacancies  occurring  in  the  membership  of  said  board  of 
trustees  elected  from  said  board  of  education  at  any  regular  meeting  of 
the  board  of  education. 

“ Sec.  3.  Said  board  of  trustees  shall  have  charge  of  and  (sic)  admin- 
istration of  the  public  school-teachers’  pension  and  retirement  fund  of 
such  city,  and  shall  have  power  to  invest  the  same  in  such  manner  as  it 
shall  deem  most  beneficial  to  said  fund,  but  in  the  same  manner  and 
subject  to  the  same  terms  and  conditions  as  township  trustees  are  per- 
mitted to  invest  school  funds  under  the  laws  now  in  force  or  such  as 
shall  hereafter  be  enacted  and  shall  have  power  to  make  payments  from 
said  fund  of  pensions  or  annuities  granted  in  pursuance  of  this  act ; and 
shall  from  time  to  time  make  and  establish  such  by-laws,  rules  and  regu- 
lations for  the  administration  of  said  fund,  as  they  shall  deem  advisable 
and  shall  have  power  to  employ  such  assistance  and  service  as  may,  in 
their  judgment,  be  necessary  for  the  proper  enforcement  of  the  pro- 
visions of  this  act  and  carrying  into  effect  valid  by-laws,  rules  and  regu- 
lations enacted  by  them,  and  they  shall  have  power  to  fill  any  vacancies 
occurring  in  said  board  of  trustees  of  members  elected  from  the  teaching 
force  of  said  city,  until  the  next  annual  election,  when  said  vacancies 
shall  be  filled  as  provided  by  this  act. 

“ Sec.  4.  The  public  school-teachers’  pension  and  retirement  fund  of 
such  city  shall  consist  of  moneys  paid  into  said  fund  by  persons  desiring 
the  benefits  thereof,  under  the  provisions  of  this  act ; of  moneys  received 
from  donations,  legacies,  gifts,  bequests  or  otherwise  on  account  of  said 
fund  and  of  moneys  paid  into  said  fund  in  pursuance  of  any  law  now  in 
force  or  hereafter  to  be  enacted. 

“ Sec.  5.  Any  person  who  shall  be  employed  to  teach  in  the  public 
school  of  any  such  city,  after  this  act  shall  take  effect,  shall  be  entitled 
to  the  benefits  of  said  fund  upon  complying  with  the  provisions  of  this 
act,  and  for  the  purposes  of  this  act  such  persons  shall  be  divided  into 
the  following  classes: 

“ 1.  Those  who  have  taught  five  years  or  less. 

“ 2.  Those  who  have  taught  more  than  five  years  and  not  more  than 
ten  years. 

“3.  Those  who  have  taught  more  than  ten  years  and  not  more  than 
fifteen  years. 

“4.  Those  who  have  taught  more  than  fifteen  years. 

“And  after  this  act  shall  take  effect,  there  shall  be  set  apart  from 
the  salaries  of  all  persons  hereafter  entering  for  the  first  time  the 
employ  of  the  board  of  education  of  such  cities  $5  per  annum,  while  they 
remain  in  the  first  class ; $10  per  annum  while  they  remain  in  the  second 
class;  $15  per  annum  while  they  remain  in  the  third  class,  and  $30  per 
annum  while  they  remain  in  the  fourth  class,  which  amounts  shall  be 
deducted  by  the  board  of  education  in  equal  installments  from  their 
respective  salaries  at  the  regular  times  for  the  payment  thereof,  and  be 
paid  into  and  constitute  a part  of  the  public  school-teachers’  pension 
and  retirement  fund  of  such  city. 

“ Sec.  6.  All  persons  who  have  heretofore  been  contributors  to  a pub- 
lic school-teachers’  pension  and  retirement  fund  of  cities  having  a popu- 
lation exceeding  100,000  inhabitants,  under  any  law  now  in  force  but 
who  have  withdrawn  from  such  participation,  may,  if  the  (they)  shall 
exercise  the  option  within  six  months  from  the  time  this  act  shall  become 
effective  renew  their  right  to  participation  in  a fund  to  be  created  in 
said  city  under  the  provisions  of  this  act,  by  paying  into  said  fund  the 
full  amount  of  any  moneys  they  may  have  withdrawn  from  such  previous 
fund  and  the  full  amount  they  would  have  contributed  had  they  not 
withdrawn  therefrom  together  with  interest  thereon  at  the  rate  of  4 
per  cent  per  annum  from  the  time  such  moneys  were  withdrawn  and 
from  the  time  such  payments  wTould  have  become  due  to  the  date  of 
their  acceptance  of  the  provisions  of  this  section ; and  thereafter  such 
persons  shall  contribute  to  said  fund  upon  the  same  terms  as  teachers 
who  shall  hereafter  be  employed  and  become  contributors  to  and  bene- 
ficiaries of  said  fund. 


TEACHERS : EMPLOYMENT,  ETC. 


149 


“ Sec.  7.  All  teachers  who  are  now  in  the  service  of  the  board  of  edu- 
cation of  any  such  city,  other  than  those  described  in  the  previous  section, 
may,  if  they  shall  exercise  the  option  within  six  months  from  the  time 
this  act  becomes  effective  become  contributors  to  and  beneficiaries  of  the 
public  school-teachers’  pension  and  retirement  fund  created  under  the 
provisions  of  this  act,  upon  the  same  terms  as  teachers  who  shall  here- 
after be  employed  and  become  contributors  to  and  beneficiaries  of  said 
fund  under  section  6 of  this  act. 

“ Sec.  8.  Those  teachers  in  the  employ  or  hereafter  to  be  employed 
by  the  board  of  education  of  any  such  city,  who  shall  become  contribu- 
tors to  and  beneficiaries  of  a public  school-teachers’  pension  and  retire- 
ment fund,  under  any  provision  of  this  act,  may  count  past  service  as  a 
part  of  the  period  of  twenty-five  years  hereinafter  specified,  by  paying 
into  said  fund  a sum  equal  to  that  which  he  or  she  would  have  con- 
tributed under  the  provisions  of  this  act,  had  he  or  she  been  a regular 
contributor  to  said  fund,  during  said  period  of  past  service,  together 
with  interest  thereon  at  the  rate  of  4 per  centum  per  annum  from  the 
time  such  payments  would  have  been  made  to  the  time  such  persons 
shall  by  making  such  payment  become  entitled  to  the  benefit  of  such 
past  service. 

“ Sec.  9.  Such  board  of  trustees  shall  have  the  power  and  it  shall  be 
its  duty  to  pass  a resolution  declaring  the  maturity  of  service  and  right 
to  the  immediate  benefits  of  said  fund  in  favor  of  persons  entitled  to  the 
benefits  thereof  in  the  following  cases : 

1.  When  any  such  persons  shall  have  taught  in  the  public  schools  or 
rendered  service  therein  for  a period  of  twenty-five  years  within  the 
meaning  of  this  act. 

2.  When  any  contributor  to  the  said  fund  shall  have  taught  fifteen 
years  in  the  public  schools  within  the  meaning  of  this  act  and  shall  by 
three  competent  physicians,  who  have  made  a physical  examination  of 
the  teacher,  at  the  request  of  a majority  of  such  board  of  trustees,  have 
been  declared  to  be  suffering  from  a permanent  disability : Provided, 
that  neither  said  board  of  trustees  nor  said  board  of  education  shall 
declare  any  contributor  entitled  to  the  immediate  benefits  of  said  fund 
until  he  or  she  shall  have  taught  in  the  public  schools  of  such  city  three- 
fifths  of  the  term  of  service  of  twenty-five  or  fifteen  years  as  the  case 
may  be ; and  no  person  shall  be  entitled  to  the  benefits  of  said  fund  until 
he  or  she  shall  have  retired  from  service  as  a teacher  in  said  city. 

“ Sec.  10.  Each  teacher  so  retired  or  retiring  after  twenty-five  years 
of  service  shall  thereafter  be  entitled  to  receive  an  annuity  of  $400  and 
each  teacher  so  retired  because  of  permanent  disability  after  fifteen  years 
of  service  shall  receive  as  an  annual  pension  such  proportion  of  the  full 
annuity  of  $400  as  the  sum  contributed  by  such  teacher  so  retired  bears 
to  the  total  contribution  required  for  a full  annuity.  Said  pensions  and 
annuities  shall  be  paid  monthly  during  the  school  year  by  said  board  of 
trustees  out  of  the  fund  created  in  accordance  with  the  provisions  of 
this  act  in  the  manner  provided  by  law  for  the  payment  of  teachers’ 
salaries. 

“ Sec.  11.  The  board  of  trustees  in  any  such  city,  created  by  the  pro- 
visions of  this  act,  shall  succeed  to  the  administration  of  any  like  fund 
established  under  any  law  now  in  force  in  this  State  and  such  board  is 
hereby  given  the  power  to  use  both  the  principal  and  income  of  all  funds 
for  the  payment  of  the  pensions  or  annuities  in  this  act  provided  for, 
and  shall  have  the  power  to  reduce  from  time  to  time  all  pensions  and 
annuities,  provided  such  reduction  shall  be  at  the  same  rate  on  all  classes 
and  be  rendered  necessary  by  the  condition  of  said  fund.  Any  public 
school  teacher  who  has  heretofore  retired  from  service  and  is  entitled 
to  a pension  or  annuity  from  like  fund  created  under  any  law  now  in 
force  to  the  administration  of  which  such  board  of  trustees  has  suc- 
ceeded, or  as  a recipient  of  a pension  or  annuity  thereunder,  shall  hence- 
forth be  entitled  to  participate  in  right  of  the  present  law  on  the  same 
basis  as  members  of  the  teaching  force  contributing  to  said  pension  and 
retirement,  fund,  and  to  receive  a graduating  pension  ranging  from  four- 
fifths  to  five-fifths 'of  pensions  paid  under  the  provisions  of  this  act, 
dependent  upon  time  of  service,  and  $30  per  annum  shall  be  withheld 
from  such  pensioner  or  annuitant  as  his  dr  her  additional  contribution  to 
said  pension  and  retirement  fund  until  he  or  she  shall  have  paid  the 


150  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


aggregate  contribution  of  $450,  provided  this  clause  shall  not  be  operative 
until  pensions  shall  be  payable  under  the  provisions  of  this  act. 

“ Sec.  12.  The  president  and  the  secretary  of  said  board  of  education 
shall  certify  monthly  to  the  city  treasurer  all  amounts  deducted  from  the 
salaries  of  teachers,  special  teachers,  principals  and  superintendents  of 
the  board  of  education  in  accordance  with  the  provisions  of  this  act, 
which  amounts,  as  well  as  all  other  moneys  contributed  to  said  fund  shall 
be  set  apart  and  held  by  said  treasurer  as  a special  fund  for  the  purposes 
hereinbefore  specified,  subject  to  the  order  of  said  board  of  trustees  herein 
created,  and  shall  be  paid  out  upon  warrants  signed  by  the  president  and 
secretary  of  said  board  of  education,  and  countersigned  by  the  president 
of  the  said  board  of  trustees. 

“ Sec.  13.  The  city  treasurer  ex  officio  shall  be  the  custodian  of  said 
pension  fund,  and  shall  secure  and  safely  keep  the  same,  subject  to  the 
control  and  direction  of  said  board  of  trustees  and  shall  keep  his  books 
and  accounts  concerning  such  fund  in  such  manner  as  may  be  prescribed 
by  said  board,  and  said  books  and  accounts  shall  always  be  subject  to 
the  inspection  of  said  board  or  any  member  thereof.  Said  city  treasurer 
shall  be  liable  on  his  official  bond  for  the  proper  performance  of  his 
duties  and  the  conservation  of  the  fund  created  by  this  act.  Any  legal 
proceedings  which  may  be  necessary  for  the  enforcement  of  the  provi- 
sions of  this  act,  shall  be  brought  by  and  in  the  name  of  the  board  of  edu- 
cation for  the  use  of  the  board  of  trustees  of  the  public  school  teachers’ 
pension  fund. 

“ Sec.  14.  No  teacher  who  has  been,  or  who  shall  have  been,  elected  by 
said  board  of  education,  shall  be  removed  or  discharged,  except  for 
cause,  upon  written  charges,  which  shall  upon  said  teacher’s  written  re- 
quest, be  investigated  and  determined  by  said  board  of  education,  whose 
action  and  decision  in  the  matter  shall  be  final.  If  at  any  time  a teacher 
who  is  willing  to  continue  is  not  reemployed  or  is  discharged  before  the 
time  when  he  or  she  would,  under  the  provision  of  this  act,  be  entitled 
to  a pension,  then  such  teacher  shall  be  paid  back  at  once  the  money  he 
or  she  may  have  contributed  under  this  law.  Any  teacher  who  shall 
retire  voluntarily  from  the  service,  prior  to  entering  the  aforesaid  fourth 
class,  shall  receive  a refund  of  one-half  of  the  money  he  or  she  shall 
have  contributed  under  this  law. 

“ Sec.  15.  All  persons  who  shall  hereafter  be  employed  for  the  first 
time  as  teachers  by  the  board  of  education  of  any  such  city  shall  by  such 
employment  accept  the  provisions  of  this  act  and  thereupon  become  con- 
tributors to  said  pension  fund  in  accordance  with  the  terms  hereof. 
And  the  provisions  of  this  act  shall  become  a part  of  and  enter  into  any 
such  contract  of  employment. 

“ Sec.  16.  The  money  and  property  now  in  any  such  pension  fund  in 
any  such  city,  under  any  law  now  in  force  in  this  State,  shall  be  subject 
to  the  control  of  a board  of  trustees  to  be  elected  under  the  provisions  of 
this  act. 

“ Sec.  17.  All  pensions  or  annuities  granted  under  the  provisions  of 
this  act  and  every  portion  thereof  shall  be  exempt  from  attachment  or 
garnishment  process  and  shall  not  be  seized,  taken,  subjected  to,  detained 
or  levied  upon  by  virtue  of  any  execution,  or  any  process  or  proceedings 
whatsoever  issued  out  of  or  by  any  court  of  this  State  for  the  payment 
or  satisfaction  in  whole  or  in  part  of  any  debt,  claim,  damage,  demand 
or  judgment  against  any  pensioner  hereunder,  and  no  annuitant  or 
pensioner  shall  have  the  right  to  transfer  or  assign  his  or  her  pension  or 
annuity  or  any  part  thereof  either  by  way  of  mortgage  or  otherwise. 

“ Sec.  18.  This  act  is  intended  to  succeed  and  take  the  place  of  all 
previous  acts  on  the  subject  of  public  school  teachers’  pension  and  retire- 
ment fund  in  cities  having  a population  exceeding  100,000  inhabitants. 
And  all  acts  and  parts  of  acts  in  conflict  herewith  are  hereby  repealed.” 

H.  B.  843,  p.  529,  May  24,  1907. 

D 875.  Illinois  (1907)  : Hurd’s  Rev.  Stat.,  1903,  p.  381,  chap.  24,  sec.  12,  pro- 
vides that  no  employee  in  the  civil  service  of  any  city  who  shall  have  been 
appointed  under  the  rules  of  the  commission  shall  be  discharged  except 
for  cause,  etc.,  after  investigation  by  the  commission  or  a board  ap- 
pointed by  the  commission.  Hurd’s  Rev.  Stat.,  1903,  p.  1725,  chap.  122, 
sec.  8,  making  provisions  for  a pension  fund  for  the  public  school  em- 


TEACHERS:  EMPLOYMENT,  ETC. 


151 


ployees  in  certain  cities,  provides  that  no  employee  elected  by  the  board 
of  education  shall  be  discharged  except  for  cause  upon  written  charges, 
which  shall  be  investigated  by  said  board  of  education,  whose  decision 
shall  be  final.  In  1903  the  public  school  employees’  pension  act  was 
amended  (Hurd’s  Rev.  Stat.,  1903,  p.  1728,  chap.  122,  sec.  16),  providing 
that  all  appointments  of  employees  by  the  board  of  education  shall  be 
made  pursuant  to  the  civil  service  act,  and  that  no  employee  who  has 
contributed  to  such  fund  shall  be  discharged  except  for  cause,  upon  writ- 
ten charges,  determined  by  the  board  of  education,  etc.  Held,  that  the 
amendment  does  not  limit  the  power  of  the  board  of  education  to  dis- 
charge those  who  have  contributed  to  the  pension  fund,  but  it  is  given 
full  authority  to  discharge  any  employees  upon  a proper  hearing,  but  in 
all  other  respects  the  civil  service  laws  are  applicable  to  such  em- 
ployees.— People  v.  City  of  Chicago,  81  N.  E.,  370,  227  111.,  445. 

S76.  Indiana:  Concerning  pensions  for  aged,  infirm,  disabled,  diseased,  or  re- 
tired teachers  in  cities  having  a population  of  100,000  or  more,  accord- 
ing to  the  last  preceding  United  States  census;  providing  for  a fund 
out  of  which  said  pensions  shall  be  paid ; providing  for  a board  of  trus- 
tees for  the  management  and  distribution  of  such  fund,  and  prescribing 
regulations  relative  to  the  mode  of  obtaining,  preserving,  using,  and  dis- 
bursing such  fund. 

“ Section  1.  Be  it  enacted  by  the  General  Assembly  of  the  State  of 
Indiana,  That  in  every  city  in  the  State  of  Indiana  having  a population 
of  100,000  or  more,  according  to  the  last  preceding  United  States  census, 
there  shall  be,  and  is  hereby,  created  a teachers’  pension  fund,  which 
shall  be  governed  and  managed  by  a board  of  trustees,  to  be  composed 
of  seven  members,  as  follows:  Three  members  of  the  board  of  school 
commissioners  of  such  city,  to  be  selected  or  appointed  annually  by  such 
board,  the  superintendent  of  public  schools,  one  principal  and  two 
teachers  regularly  employed  in  the  public  schools  of  such  city.  Said 
principal  and  teachers  shall  be  selected  at  a meeting  of  the  public  school 
teachers  of  such  city  on  the  third  Saturday  of  March,  1907,  in  such 
manner  and  at  such  place  or  places  as  shall  be  determined  and  des- 
ignated by  the  board  of  school  commissioners  of  such  city;  and  there- 
after there  shall  be  selected  on  the  third  Saturday  of  March  of  each 
year  one  principal  and  two  teachers  as  members  of  such  board  of 
trustees.  The  trustees  shall  hold  their  offices  until  their  successors  shall 
be  selected  or  elected  as  above  set  forth.  In  the  event  of  a vacancy 
upon  said  board  occasioned  by  the  death,  resignation  or  disability  of 
either  of  said  principal  or  teachers,  then  the  public  school  teachers  of 
said  city  shall,  within  a reasonable  time,  upon  the  call  of  the  president 
of  said  board  of  trustees,  hold  a special  meeting  and  elect  a successor 
or  successors.  A majority  of  said  trustees  shall  constitute  a quorum 
for  the  transaction  of  business  pertaining  to  said  pension  fund.  Said 
trustees  shall  receive  no  pay  for  their  services  as  such,  except  the  secre- 
tary and  assistant  treasurer,  each  of  whom  may  be  paid  such  sum  for 
services  as  may  be  fixed  by  the  board  of  trustees : Provided,  however, 
That  if  anyone  shall  act  as  such  secretary  or  assistant  treasurer  who 
shall  receive  any  of  the  benefits  of  said  pension  fund,  as  hereinafter  pro- 
vided, the  amount  of  the  salary  so  received  by  such  secretary  or  assistant 
treasurer  shall  be  deducted  from  the  amount  to  which  he  or  she  would 
otherwise  be  entitled  as  a beneficiary  under  said  fund. 

“ Sec.  2.  Said  board  of  trustees  shall  elect  from  among  its  number  a 
president,  vice-president  and  secretary.  The  president  shall  preside  at 
the  meetings  of  the  board  and  perform  all  other  duties  usual  to  such 
office.  The  vice-president  shall  perform  the  duties  of  the  president  in  his 
absence.  It  shall  be  the  duty  of  the  secretary  to  keep  a true  and 
accurate  account  of  the  proceedings  of  such  board  of  trustees  and  of  the 
teachers  of  such  city,  when  acting  upon  matters  with  relation  to  said 
fund,  and  to  turn  over  to  his  or  her  successor  all  books  and  papers  per- 
taining to  such  office.  The  secretary  of  the  board  of  school  commis- 
sioners of  such  city  shall  act  as  assistant  treasurer,  and  it  shall  be  his 
duty  to  keep  a true  and  correct  statement  of  the  account  of  each  member 
with  said  pension  fund,  to  collect  and  turn  over  to  the  treasurer  of  said 


152  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

board  all  moneys  belonging  to  said  fund,  and  to  render  to  the  board  a 
monthly  account  of  his  doings.  He  shall  furnish  bond  in  such  amount 
as  shall  be  determined  and  required  by  said  board  of  trustees,  and  the 
board  of  school  commissioners  of  such  city  shall  allow  him  such  com- 
pensation for  his  services  as  it  may  deem  proper.  The  treasurer  of  such 
city  shall  be  ex  officio  the  treasurer  of  said  board  of  trustees,  and  he 
shall  receive  and  hold  all  moneys  belonging  to  such  teachers’  pension 
fund;  he  shall  have  the  custody  of  all  notes,  bonds  and  other  securities 
belonging  to  said  fund,  and  shall  collect  the  principal  and  interest  of 
the  same  and  shall  be  liable  on  his  bond  as  such  city  treasurer  for  the 
performance  of  all  the  duties  imposed  upon  him  by  this  act  and  for  the 
faithful  accounting  of  all  moneys  and  securities,  including  both  principal 
and  interest,  which  may  come  into  his  hands  and  which  shall  belong  to 
such  pension  fund.  And  he  shall  keep  a separate  account  which  shall 
show  at  all  times  the  true  condition  of  such  fund.  Said  treasurer  shall, 
upon  the  expiration  of  his  term  of  office,  account  to  said  board  for  all 
moneys,  notes,  bonds  and  other  securities  coming  into  his  hands,  and 
for  the  interest,  income,  profits,  rentals  and  proceeds  of  and  from  the 
same,  and  he  shall  turn  over  to  his  successor  all  moneys,  notes,  bonds 
and  other  securities  belonging  to  said  fund.  The  secretary,  treasurer 
and  assistant  treasurer  shall  make  a full,  true  and  accurate  report  of 
their  offices  and  trusts  at  each  annual  meeting  of  such  teachers  in  March 
of  each  year.  Their  books  shall  at  all  times  be  open  to  inspection  or 
examination  by  any  member  of  said  board  of  trustees. 

“ Sec.  3.  Such  board  of  trustees  shall  have  full  charge  and  control  of 
the  teachers’  pension  fund  of  such  city  with  power  to  adopt  and  enforce 
all  needful  regulations  governing  the  same,  not  inconsistent  with  this  act. 
Said  fund  shall  be  derived  from  the  following  sources : 

“ First.  All  moneys  that  may  be  given  to  said  board  of  trustees  or  to 
said  fund  or  to  the  board  of  school  commissioners  of  such  city,  for  the 
use  of  said  board  of  trustees  of  teachers’  pension  fund,  by  any  person 
or  persons.  Such  board  of  trustees  may  take  by  gift,  grant,  devise  or 
bequest,  any  money,  choses  in  action,  personal  property,  real  estate,  or 
any  interest  therein,  and  any  such  gift,  grant,  devise  or  bequest  may  be 
absolute,  or  upon  the  condition  that  only  the  rent,  profits  and  income 
arising  from  the  same  shall  be  applied  to  the  uses  and  purposes  of  said 
fund.  Such  board  of  trustees  shall  be  authorized  to  take  such  gift,  grant, 
devise  or  bequest  under  and  by  the  style  of  the  board  of  trustees  of  the 
teachers’  pension  fund,  Of  such  city,  and  to  hold  the  same,  or  assign,  trans- 
fer or  sell  the  same,  whenever  proper  and  necessary,  under  and  by  such 
name. 

“ Second.  Every  teacher  shall  be  assessed  upon  his  or  her  salary  as 
follows:  One  per  centum  per  annum  (but  not  more  than  $10)  upon  the 
salary  of  every  teacher  who  shall  not  have  taught  in  excess  of  fifteen 
(15)  years;  and  two  per  centum  per  annum  (but  not  to  exceed  $20)  upon 
the  salary  of  every  teacher  who  shall  have  taught  longer  than  fifteen  (15) 
years;  Provided,  however,  that  such  assessment  shall  not  be  made  prior 
to  the  first  day  of  September,  1907.  And  the  assistant  treasurer  of  such 
board  of  trustees  shall  prepare  a roll  of  each  of  said  assessments  and 
place  opposite  the  name  of  every  teacher  the  amount  of  assessment 
against  him  or  her,  and  shall  furnish  a copy  of  such  roll  to  the  treasurer, 
and  the  treasurer  of  said  board  shall,  in  November  and  April  of  each 
school  year,  deduct  and  retain  out  of  the  salary  going  to  such  teacher  the 
amount  of  such  assessment,  and  shall  give  him  or  her  credit  for  the  same 
and  place  the  same  to  the  credit  of  said  teachers’  pension  fund.  Every 
teacher  of  such  city  receiving  a salary  of  four  hundred  fifty  dollars 
($450)  a year  or  more  shall  pay  such  assessment,  and  in  becoming  a 
teacher  he  or  she  shall  be  conclusively  deemed  to  undertake  and  agree  to 
pay  the  same,  and  to  have  such  assessment  deducted  from  his  or  her 
salary  as  hereinbefore  provided. 

“ Third.  The  board  of  school  commissioners  of  such  city  shall  levy  each 
year,  in  addition  to  all  other  taxes  authorized  by  law,  a special  tax  of 
one  cent  upon  each  one  hundred  dollars  of  taxable  property  in  the  city, 
which  sum  shall  be  collected  as  other  taxes  are  collected  by  law,  and 
which  shall  be  credited  by  the  treasurer  of  such  city  to  the  said  teachers’ 
pension  fund,  and  shall  not  be  used  or  devoted  to  any  other  than  the  pur- 
poses of  said  fund.  And  nothing  in  this  act  shall  be  deemed  to  take  from 


teachers:  employment,  etc. 


153 


said  board  of  school  commissioners  the  powers  now  given  to  said  board 
in  relation  to  the  levy  of  taxes  under  existing  statutes. 

“ Sec.  4.  The  board  of  trustees  of  such  teachers’  pension  fund  shall 
determine  what  part  of  said  fund  may  be  safely  invested,  and  how  much 
shall  be  retained  for  the  immediate  needs,  demands  and  exigencies  of 
said  fund.  Such  investment  shall  be  made:  (1)  In  interest  bearing 
bonds  of  the  United  States,  or  of  the  State  of  Indiana,  or  in  any  bond 
lawfully  issued  by  any  state  or  by  any  county,  township,  city  or  other 
municipal  corporation,  either  within  or  without  the  State  of  Indiana ; 
(2)  loans  secured  by  mortgage  upon  real  egtate  within  the  county  wherein 
such  city  is  located,  which  loans  shall  not  be  in  excess  of  fifty  per  centum 
of  the  appraised  value  of  such  real  estate.  All  bonds,  mortgages  -and 
other  securities  shall  be  deposited  with  and  remain  in  the  custody  of  the 
treasurer  of  said  board,  who  shall  collect  all  interest  due  thereon  and 
all  the  income  therefrom,  as  the  same  shall  become  due  and  payable. 

“ Sec.  5.  The  board  of  trustees  of  such  teachers’  pension  fund  shall 
establish  a sinking  fund,  to  the  credit  of  which  shall  be  put  and  deposited 
all  gifts,  grants,  devises  and  bequests,  and  the  unexpended  balance  re- 
maining at  the  expiration  of  each  fiscal  year.  And  such  sinking  fund 
shall  be  and  remain  a permanent  fund,  and  no  part  thereof  shall  be  ex- 
pended except  the  interest  and  income  thereof  and  therefrom ; provided, 
however,  that  one-half  of  the  amount  added  to  such  sinking  fund  during 
any  year  may  be  used,  if  necessary,  during  the  year  immediately  fol- 
lowing. 

“ Sec.  6.  Said  teachers’  pension  fund  shall  be  used  and  devoted  in 
the  manner  and  for  the  purposes  following  : 

“ First.  The  maximum  pension  to  be  paid  any  teacher  shall  be  six 
hundred  dollars  ($600)  per  annum,  which  amount  shall  be  based  upon 
a service  of  forty  (40)  years  as  such  teacher,  and  every  pensioner  and 
beneficiary  of  said  fund  shall  be  entitled  to  and  shall  receive  such  per- 
centage of  said  sum  of  $600  as  the  number  of  years  of  teaching  of  said 
pensioner  and  beneficiary  shall  bear  to  the  term  of  forty  years,  subject, 
however,  to  all  the  provisions  of  this  act. 

“ Second.  Any  aged,  infirm,  diseased  or  disabled  teacher,  who  is  now 
or  hereafter  may  be  teaching  in  the  public  schools  of  such  city,  having 
served  as  such  teacher  for  not  less  than  fifteen  (15)  years,  shall  be  en- 
titled to  receive  a disability  pension;  provided  said  board  of  trustees 
shall  find  that  he  or  she  is  entitled  to  the  same  by  reason  of  such  age, 
disease,  infirmity  or  disability,  and  after  such  applicant  for  a pension 
shall  have  been  examined  by  a physician  selected  for  such  purpose  by 
said  board  of  trustees,  the  examination  fee  or  charge  of  such  physician 
to  be  paid  by  the  applicant ; and  provided  further,  that  no  such  pension 
shall  be  paid  until  any  sick  pay  allowed  or  provided  for  by  the  board  of 
school  commissioners  of  such  city  shall  have  ceased. 

“ Third.  Any  teacher  who  is  now  or  hereafter  may  be  teaching  in  the 
public  schools  of  such  city,  and  shall  have  taught  for  not  less  than 
twenty-five  (25)  years,  may  be  pensioned  upon  application  to  said  board 
of  trustees,  or  may  be  pensioned  by  such  board  without  such  application 
and  shall  thereafter  receive  a pension  during  the  remainder  of  his  or 
her  life,  subject,  however,  to  all  the  conditions  contained  in  this  act; 
provided,  that  such  pensioner  shall  have  paid  into  said  fund,  by  way 
of  assessment  or  otherwise,  not  less  than  one-third  (1-3)  of  the  amount 
to  which  he  or  she  shall  be  entitled  per  annum  as  a pensioner.  And 
in  order  to  make  up  such  one-third,  the  board  of  trustees  may  order 
the  treasurer  to  deduct  one-half  thereof  each  of  the  first  two  years  from 
the  amount  of  such  pension. 

“ Sec.  7.  In  computing  the  years  of  service  as  provided  in  this  act, 
the  board  of  trustees  may  include  services  as  a public  school  teacher 
rendered  outside  of  such  city,  not,  however,  in  excess  of  five  (5)  years, 
as  a portion  of  such  services  necessary  before  any  teacher  shall  be  en- 
titled to  any  of  the  benefits  of  this  act;  provided,  however,  that  such 
teacher  shall  pay  assessments  based  upon  the  first  annual  salary  re- 
ceived by  him  or  her  in  the  schools  of  such  city  for  the  said  years  of 
service  elsewhere,  in  addition  to  the  assessments  paid  by  such  teacher 
while  in  the  services  of  such  schools  before  receiving  any  retirement 
pension;  and,  provided,  further,  that  nothing  in  this  section  shall  affect 
the  amount  or  amounts  to  be  paid  into  such  pension  fund  by  school 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


teachers  before  being  entitled  to  become  a pensioner.  And  any  teacher 
may  be  given  a leave  of  absence  for  study,  professional  improvement  or 
temporary  disability,  not  exceeding  one  year  at  any  one  time,  and  shall 
be  regarded  as  a teacher  and  entitled  to  the  benefits  of  this  act;  pro- 
vided that  during  such  absence  he  or  she  continues  to  pay  into  such 
fund  the  amount  of  assessment  payable  by  such  teacher  the  last  year 
preceding  such  leave  of  absence. 

“ Sec.  8.  After  any  teacher  shall  have  been  pensioned  by  reason  of 
injury,  disability  or  disease,  the  board  of  trustees  shall  have  the  right 
at  any  time  to  cause  such  teacher  again  to  be  brought  before  such  board 
and  examined  by  its  physician,  and  also  to  examine  other  witnesses,  for 
the  purpose  of  ascertaining  whether  said  injury,  disability  or  disease 
shall  still  continue  and  whether  such  teacher  shall  remain  on  the  pen- 
sion roll.  Such  teacher  shall  be  entitled  to  notice  and  to  be  present  at 
the  hearing  of  any  such  evidence ; shall  be  permitted  to  propound  any 
question  pertinent  or  relevant  to  such  matter,  and  shall  also  have  the 
right  to  introduce  evidence  upon  his  or  her  own  behalf.  Such  teacher 
and  all  witnesses  shall  be  examined  under  oath,  and  any  member  of 
such  board  of  trustees  is  hereby  authorized  and  empowered  to  admin- 
ister such  oath.  The  decision  of  such  board  of  trustees  shall  be  final 
and  conclusive,  and  no  appeal  shall  be  allowed  therefrom,  nor  shall 
the  same  be  reviewable  by  any  court  or  other  authority ; provided,  how- 
ever, that  every  pensioned  teacher  shall  report  to  the  superintendent  of 
public  schools  of  such  city  whenever  required  so  to  do.  And  said  super- 
intendent may  assign  such  teacher  to  such  service  or  employment  as 
may  be  within  his  or  her  power  to  perform,  in  the  judgment  of  such 
superintendent  of  public  schools  and  of  the  examining  physician  employed 
by  the  said  board  of  trustees.  And  during  the  time  of  such  employ- 
ment such  teacher  shall  receive  the  regular  salary  therefor,  which  shall 
be  credited  to  and  deducted  from  the  amount  payable  to  such  teacher 
from  said  pension  fund.  And  should  any  pensioned  teacher  recover  from 
his  or  her  injury,  disease  or  disability,  and  again  be  fit  for  regular  duty, 
then  such  teacher  may  again  be  regularly  employed,  and  during  the  time 
of  such  employment,  he  or  she  shall  cease  to  be  entitled  to  any  payment 
out  of  said  pension  fund  because  of  the  injury,  disease  or  disability  on 
account  of  which  such  teacher  was  originally  retired. 

“ Sec.  9.  Any  teacher  applying  to  be  pensioned  by  reason  of  length  of 
time  of  service  as  in  this  act  provided,  shall  be  pensioned  and  retired 
without  any  medical  examination,  nor  need  he  or  she  be  under  any 
physical  disability,  and  from  the  time  of  such  pension  and  retirement 
such  teacher  shall  not  be  required  to  render  further  services  as  such 
teacher,  nor  shall  he  or  she  be  deprived  of  the  benefits  herein  provided, 
except  for  any  cause  contained  in  section  16  of  this  act. 

“ Sec.  10.  In  computing  time  under  the  provisions  of  this  act,  such 
time  shall  include  services  rendered  before,  as  well  as  after,  the  taking 
effect  of  this  act. 

“ Sec.  11.  The  board  of  trustees  shall  have  power  and  authority  to 
make  all  necessary  by-laws  providing  for  the  manner  of  the  election  of 
such  trustees,  to  be  elected  as  in  this  act  provided,  the  counting  and  can- 
vassing of  the  votes  for  the  same,  their  meetings,  for  the  collection  of  all 
moneys  and  other  property  coming  or  belonging  to  said  fund,  and  all 
other  matters  connected  with  the  care,  preservation  and  disbursement 
of  the  same,  and  the  proper  execution  of  the  purposes  and  provisions  of 
this  act.  And  any  pension  authorized  by  the  board  under  this  law  shall 
be  subject  to  reduction  by  said  board  of  trustees  whenever  in  its  judg- 
ment the  condition  of  the  pension  fund,  the  financial  or  other  conditions 
of  the  pensioner  or  any  other  circumstances  render  such  reduction  ad- 
visable, proper  or  necessary,  and  any  pension  so  reduced  may  thereafter 
be  restored  or  increased,  as  such  board  may  deem  best. 

“ Sec.  12.  Any  teacher  who  shall  cease  to  teach  in  the  public  schools 
of  such  city  before  receiving  any  benefit  from  the  fund,  shall  be  en- 
titled to  the  return  of  one-half  of  the  amount,  without  interest,  which 
shall  have  been  paid  into  said  pension  fund  by  such  teacher;  pro- 
vided, however,  should  such  teacher  thereafter  again  teach  in  the 
public  schools  of  such  city,  he  or  she  shall  refund  to  said  pension  fund 
the  amount  so  returned  to  such  teacher  within  one  year  from  the  date 
of  his  or  her  return  to  service  in  the  schools.  And  should  any  teacher 


TEACHERS:  EMPLOYMENT,  ETC. 


155 


die  before  receiving  any  of  the  benefits  or  pensions  by  this  act  provided, 
the  board  of  trustees  shall  pay  to  such  teacher’s  heirs  or  estate,  or  either 
or  any  of  them,  as  it  shall  see  fit,  one-half  the  amount,  without  interest, 
which  shall  have  been  paid  into  said  pension  fund  by  said  teacher. 

“ Sec.  13.  If  at  any  time  there  should  not  be  sufficient  money  in  or 
to  the  credit  of  said  teachers’  pension  fund  to  pay  all  claims  against 
it  in  full,  then  and  in  such  event,  an  equal  percentage  shall  be  paid  upon 
all  of  such  claims  to  the  full  extent  of  the  funds  on  hand,  until  such 
pension  fund  shall  be  sufficient  to  pay  all  claims  against  it  in  full. 

“ Sec.  14.  All  pensions  herein  provided  for  shall  be  paid  by  the  treas- 
urer of  the  board  of  school  commissioners  at  his  office  at  the  same  time 
and  in  such  installments  as  the  teachers  of  such  city  shall  be  paid;  pro- 
vided, however,  that  no  pension  of  any  kind  whatsoever  provided  for  in 
this  act  shall  be  paid  prior  to  October  1,  1908. 

“ Sec.  15.  All  pensions  granted  and  payable  out  of  said  teachers’  pen- 
sion fund  shall  be  and  are  exempt  from  seizure  or  levy  upon  attachment, 
execution,  supplemental  process,  and  all  other  process,  whether  mesne 
or  final;  and  such  pensions  or  any  payment  of  the  same  shall  not  be 
subject  to  sale,  assignment  or  transfer  by  any  beneficiary,  and  such 
transfer  shall  be  absolutely  void. 

“Sec.  16.  Whenever  any  person  who  shall  have  received  any  benefit 
from  said  fund  shall  be  convicted  of  any  felony,  or  of  any  misdemeanor, 
for  which  he  or  she  shall  be  adjudged  to  be  imprisoned,  or  shall 
fail  to  report  for  examination  for  duty  as  required  herein,  unless 
excused  by  the  board  of  trustees  of  such  city,  or  shall  disobey  the 
requirements  of  said  board  of  trustees  in  respect  to  said  examination 
for  duty,  or  shall  fail  to  perform  such  duty  as  may  be  required  of  him 
or  her  if  found  able  to  perform  such  duty,  then  such  board  shall  order 
that  the  pension  allowed  and  paid  to  him  or  her  shall  cease,  until  the 
further  order  of  such  board. 

“ Sec.  17.  The  term  teacher  as  used  in  this  act  shall  mean  and  include 
any  principal,  assistant  principal,  assistant  superintendent,  supervisor, 
assistant  supervisor,  person  in  charge  of  any  special  department  of  in- 
struction, and  any  teacher  or  instructor  regularly  employed  as  such  by 
the  board  of  school  commissioners  of  such  city. 

“ Sec.  18.  Whereas  an  emergency  exists  for  the  immediate  taking  effect 
of  this  act,  the  same  shall  be  in  force  from  and  after  its  passage.” 

Chap.  170,  Mar.  9,  1907. 

877.  Louisiana:  Authorizing  the  Louisiana  State  University  and  Agricultural 

and  Mechanical  College  to  accept  the  offer  of  the  board  of  trustees  of 
the  Carnegie  Foundation  to  admit  state  universities  to  benefits  of  the 
retiring  allowance  system  of  said  foundation. 

Act  No.  219,  July  8,  1908. 

877a.  Maryland:  Adding  secs.  102A-102S,  art.  4,  Acts,  1898,  relative  to  the 
city  of  Baltimore. 

Providing  for  a retirement  fund  for  public  school  teachers  of  Baltimore. 

Chap.  78,  p.  595,  Mar.  12,  1908. 

877b.  Maryland:  Repealing,  and  reenacting,  with  minor  amendments,  sec.  58, 
art.  77,  Public  General  Laws,  1904,  relative  to  teachers’  pensions. 

Chap.  605,  p.  226,  April  6,  1908. 

878.  Massachusetts:  Relative  to  the  Massachusetts  agricultural  college. 

Authorizing  and  directing  board  of  trustees  to  use  their  best  efforts 
to  secure  and  accept  for  the  college  the  benefits  of  the  retiring  fund  of 
the  Carnegie  Foundation  for  the  Advancement  of  Teaching. 

Resolves,  chap.  138,  June  12,  1908. 

879*.  Massachusetts:  Authorizing  cities  and  towns  to  establish  pension  funds 
for  teachers  in  the  public  schools. 

“ Section  1.  In  any  city  or  town,  except  the  city  of  Boston,  which 
accepts  the  provisions  of  this  act  a pension  fund  shall  be  established 
for  the  retirement  of  teachers  in  public  schools.  The  fund  shall  be 
derived  from  such  revenues  as  may  be  devoted  to  the  purpose  by  the 


156  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


city  council  of  a city  or  by  direct  appropriation  by  a town.  The  treas- 
urer of  the  city  or  town  shall  be  the  custodian  of  the  fund  and  shall 
make  annual  or  semi-annual  payments  therefrom  to  such  persons  and 
of  such  amounts  as  shall  be  certified  to  him  by  the  school  committee. 

“ Sec.  2.  The  school  committee  of  any  city  or  town  which  shall  accept 
the  provisions  of  this  act  may  retire  from  active  service  and  place 
upon  the  pension  roll,  any  teacher  of  such  city  or  town  who  is  sixty 
years  old  or  over,  or  is,  in  the  judgment  of  said  committee,  incapaci- 
tated for  useful  service,  and  who  has  faithfully  served  such  city  or 
town  for  twenty-five  years.  The  amount  of  the  annual  pension  allowed 
to  any  person  under  the  provisions  of  this  act  shall  not  exceed  one-half 
of  the  annual  compensation  received  by  such  person  at  the  time  of  such 
retirement  and  in  no  case  shall  exceed  five  hundred  dollars. 

“ Sec.  3.  Upon  the  petition  of  not  less  than  five  per  cent  of  the  legal 
voters  of  any  city  or  town,  this  act  shall  be  submitted,  in  case  of  a city, 
to  the  voters  of  such  city  at  the  next  city  election,  and,  in  case  of  a 
town,  to  the  voters  of  such  town  at  the  next  annual  town  meeting,  and 
the  vote  shall  be  in  answer  to  the  question  to  be  placed  upon  the  ballot  : 
Shall  an  act  passed  by  the  general  court  in  the  year  nineteen  hundred 
and  eight,  entitled  ‘An  Act  to  authorize  cities  and  towns  to  establish 
pension  funds  for  teachers  in  the  public  schools,’  be  accepted?  And  if  a 
majority  of  the  voters  voting  thereon  at  such  election  or  meeting  shall 
vote  in  the  affirmative  this  act  shall  take  effect  in  such  city  or  town, 

“ Sec.  4.  So  much  of  this  act  as  authorizes  its  submission  to  the 
voters  of  a city  or  town  shall  take  effect  upon  its  passage,  but  it  shall 
not  take  further  effect  in  any  city  or  town  until  accepted  by  the  voters 
thereof  as  herein  provided.” 

Chap.  498,  Apr.  30,  1908. 

880.  Massachusetts : An  act  to  provide  for  the  payment  of  pensions  to  teachers 
in  the  public  day  schools  of  the  city  of  Boston. 

“Be  it  enacted,  etc.,  as  follows: 

“ Section  1.  The  school  committee  of  the  city  of  Boston  shall  forthwith 
establish  a permanent  school  pension  fund  for  the  payment  of  pensions 
as  hereinafter  set  forth  to  the  members  of  the  teaching  or  supervising 
staff  of  the  public  day  schools  of  the  said  city  at  a rate  not  exceeding 
one  hundred  and  eighty  dollars  a year. 

“ Sec.  2.  The  care  and  investment  of  said  fund  and  of  any  gifts  or 
legacies  thereto  are  hereby  vested  in  a board  of  three  trustees,  of  whom 
one  shall  be  the  chairman  of  the  board  of  commissioners  of  sinking  funds 
of  the  city  of  Boston,  ex  officio,  and  another  shall  be  chosen  by  said  school 
committee,  and  the  third  shall  be  chosen  by  the  board  of  trustees  of  the 
Teachers’  Retirement  Fund  in  the  city  of  Boston,  established  under  the 
provisions  of  chapter  two  hundred  and  thirty-seven  of  the  acts  of  the  year 
nineteen  hundred.  The  said  trustees  shall  serve  without  compensation. 
At  the  first  regular  meeting  of  the  school  committee  of  the  city  of  Boston, 
after  the  adoption  of  this  act,  and  in  each  fifth  year  thereafter,  at  one 
of  the  regular  June  meetings,  or  at  some  subsequent  regular  meeting  of 
the  said  committee,  it  shall  elect  one  member  of  the  said  board  of  trustees 
who  shall  hold  office  for  the  term  of  five  years  beginning  with  the  first 
day  of  July  in  the  year  of  his  election.  The  board  of  trustees  of  the  said 
Teachers’  Retirement  Fund  shall  elect  one  of  the  trustees  of  the  said  per- 
manent school  pension  fund  for  the  term  of  four  years  beginning  with  the 
first  day  of  July  of  the  current  year,  and  shall,  at  the  expiration  of  such 
term  and  shall  in  each  fifth  year  thereafter,  elect  a member  of  said  board 
of  trustees  for  the  term  of  five  years  beginning  with  the  first  day  of  July 
in  the  year  of  his  election.  Every  such  trustee  shall  subscribe,  in  a book 
kept  for  that  purpose  in  the  office  of  the  city  clerk  in  said  city,  a state- 
ment that  he  accepts  the  said  office  subject  to  the  provisions  of  this  act, 
and  any  elected  member  of  said  board  of  trustees  whose  term  of  office 
has  expired  shall  continue  to  serve  as  a member  of  said  board  until  his 
successor  is  duly  elected  and  qualified.  In  case  of  a vacancy  in  the 
elected  members  of  said  board  of  trustees  by  reason  of  death,  resignation 
or  other  cause,  the  body  which  elected  the  person  whose  place  thus  be- 
comes vacant  shall  fill  the  vacancy  by  an  election  for  the  unexpired  term. 

“ Sec.  3.  Said  board  of  trustees  shall  have  charge  and  control  of  said 
permanent  school  pension  fund  and  of  all  amounts  contributed  thereto, 


teachers:  employment,  etc. 


157 


and  shall  invest  and  reinvest  the  same  in  securities  in  which  the  funds  of 
savings  banks  in  the  commonwealth  of  Massachusetts  may  by  law  be 
invested,  excepting  personal  securities,  and  said  trustees  may,  from  time 
to  time,  sell  such  securities  and  shall  invest  and  reinvest  the  proceeds 
thereof,  and  any  and  all  unappropriated  income  of  said  pension  fund. 
The  city  treasurer  of  said  city  shall  be  the  custodian  of  all  securities  and 
money  belonging  to  the  said  permanent  school  pension  fund  and  shall  be 
responsible  for  the  safe  custody  thereof;  shall,  whenever  any  of  such 
securities  are  sold  by  the  said  trustees  for  the  purpose  of  reinvestment, 
deliver  the  securities  so  sold  upon  receiving  the  proceeds  thereof;  shall, 
on  such  conditions  and  at  such  rates  of  interest  as  the  trustees  may 
approve,  deposit  temporarily  in  national  banks  doing  business  in  Boston, 
or  in  trust  companies  organized  under  the  laws  of  this  commonwealth 
and  doing  a banking  business  in  Boston,  any  money  belonging  to  said  fund 
which,  in  the  opinion  of  the  said  trustees,  it  is  inexpedient  for  the  time 
being  to  invest  in  securities  authorized  by  this  act;  and  shall  forthwith 
invest  any  money  belonging  to  said  pension  fund  in  such  securities  author- 
ized by  this  act  as  the  said  trustees  may  direct,  and  upon  such  terms  as  they 
may  specify.  The  said  trustees  shall  keep  a record  of  their  proceedings, 
and  shall  annually  on  the  first  day  of  February,  or  as  soon  thereafter  as 
may  be,  make  a written  report  to  the  school  committee  of  the  amount  and 
condition  of  said  fund  and  of  the  income  thereof  for  the  preceding  munici- 
pal financial  year,  as  established  from  time  to  time  by  said  city.  Their 
records  and  the  securities  belonging  to  said  fund  shall  at  all  times  be 
subject  to  the  inspection  of  the  school  committee.  The  secretary  of  the 
school  committee  shall  be  the  secretary  of  the  said  board  of  trustees  and 
shall  have  the  custody  of  all  records,  documents  and  papers  belonging  to 
them.  The  expense  of  such  additional  clerical  assistance  as  may  be 
needed  in  the  office  of  said  secretary  for  the  purposes  of  this  act  shall  be 
paid  from  the  annual  appropriations  for  the  expenses  hereinafter  provided 
for. 

“ Sec.  4.  In  addition  to  the  amount  which  the  school  committee  is 
now  authorized  by  law  to  appropriate  for  the  support  of  the  public 
schools  of  the  city,  and  for  other  purposes,  it  shall  annually  appropriate 
for  the  purposes  contemplated  by  this  act,  and  in  the  same  manner  in 
which  it  makes  appropriations  for  other  school  purposes,  the  sum  of  five 
cents  upon  each  one  thousand  dollars  of  the  valuation  on  which  the 
appropriations  of  the  city  council  of  the  city  are  based,  and  shall  from 
time  to  time  pay  to  the  treasurer  of  the  permanent  pension  fund  such 
portions  of  the  proceeds  of  said  five  cents  upon  each  one  thousand  dollars 
of  the  valuation  aforesaid  as,  in  the  opinion  of  the  school  committee,  will 
not  be  needed  for  the  purpose  of  paying  pensions  to  teachers  during  that 
year. 

“ Sec.  5.  Section  fifty-four  of  chapter  twelve  of  the  Revised  Laws  is 
hereby  amended  by  striking  out  the  words  ‘ ten  and  one  half  dollars  ’, 
in  the  twentieth  line,  and  inserting  in  place  thereof  the  words : — ten 
dollars  and  fifty-five  cents, — so  as  to  read  as  follows: — Section  54.  The 
taxes  assessed  on  property  exclusive  of  the  state  tax,  county  tax  and 
sums  required  by  law  to  be  raised  on  account  of  the  city  debt  shall  not 
in  any  year  exceed  twelve  dollars  in  any  city  on  every  one  thousand  dol- 
lars of  the  assessors’  valuation  of  the  taxable  property  therein  for  the 
preceding  year,  said  valuation  being  first  reduced  by  the  amount  of  all 
abatements  allowed  thereon  previous  to  the  thirty-first  day  of  December 
in  the  year  preceding  said  assessment,  subject  to  the  following  provi- 
sions : — If  the  city  council  of  a city  which  contains  less  than  one  hundred 
thousand  inhabitants  according  to  the  last  preceding  national  or  state 
census  so  determines,  the  average  of  the  assessors’  valuation  of  the  taxa- 
ble property  therein  for  the  preceding  three  years,  said  valuation  for  each 
year  being  first  reduced  by  the  amount  of  all  abatements  allowed  thereon 
previous  to  the  thirty-first  day  of  December  in  the  year  preceding  said 
assessment,  shall  be  used  to  determine  said  limit  of  taxation  instead  of 
said  assessors’  valuation  of  the  preceding  year.  In  the  city  of  Boston, 
and  in  all  cities  which  contain  one  hundred  thousand  inhabitants  or  more 
according  to  the  census  aforesaid,  said  average  shall  be  so  used.  In  the 
city  of  Boston,  said  taxes  shall  not  exceed  ten  dollars  and  fifty-five  cents 
instead  of  twelve  dollars  as  aforesaid.  Any  order  or  appropriation  re- 


158  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


quiring  a larger  assessment  than  is  herein  limited  shall  be  void.  The 
provisions  of  this  section  shall  not  affect  any  existing  exemption  from 
the  operation  of  the  corresponding  provisions  of  earlier  laws. 

“ Sec.  6.  The  total  amount  of  pensions  payable  hereunder  in  any  one 
year  shall  not  exceed  the  proceeds  of  the  said  five  cents  upon  each  one 
thousand  dollars  of  the  valuation  aforesaid,  together  with  the  income 
accruing  during  that  year  from  the  investment  of  the  permanent  pension 
fund. 

“ Sec.  7.  The  school  committee  of  said  city,  by  a majority  vote  of  all 
of  its  members,  may  retire  with  a pension  any  member  of  the  teaching 
or  supervising  staff  of  the  public  day  schools  of  the  city  of  Boston  who, 
in  the  opinion  of  said  committee,  is  mentally  or  physically  incapacitated 
for  further  efficient  service,  subject  however  to  the  limitations  herein- 
after set  forth.  If  the  person  so  retired  has  attained  the  age  of  sixty- 
five  years  or  has  been  engaged  in  teaching  or  supervising  in  the  public 
day  schools  for  a period  aggregating  thirty  years,  twenty  of  which  shall 
have  been  in  the  public  day  schools  of  the  city  of  Boston,  such  person 
shall  be  paid  a pension  at  the  rate  of  one  hundred  and  eighty  dollars 
per  annum.  If  a person  so  retired  shall  be  less  than  sixty-five  years  of 
age  and  shall  have  been  engaged  in  teaching  or  supervising  in  the  public 
day  schools  in  Boston  and  elsewhere  for  a period  aggregating  less  than 
thirty  years,  the  annual  pension  paid  to  such  person  shall  be  such  per- 
centage of  one  hundred  and  eighty  dollars  as  the  total  number  of  years 
of  service  of  such  person  is  of  thirty  years : provided,  however,  that  if 
the  annual  pension  of  such  person  so  determined  shall  be  a larger  per- 
centage of  one  hundred  and  eighty  dollars  than  the  number  of  years 
which  such  person  has  taught  in  the  public  day  schools  in  the  city  of 
Boston  is  of  twenty  years,  then  the  annual  pension  paid  to  such  person 
shall  be  such  percentage  of  one  hundred  and  eighty  dollars  as  that  per- 
son’s length  of  service  in  the  public  day  schools  of  said  city  is  of  twenty 
years ; and  provided,  further,  that  the  pension  of  any  teacher  retired 
under  the  provisions  of  this  act  shall  terminate  if  and  when,  in  the  judg- 
ment of  the  school  committee,  the  person’s  incapacity  shall  have  ceased. 
In  determining  the  aggregate  length  of  service  of  any  person  retired  in 
accordance  with  the  provisions  of  this  act  any  period  of  leave  of  absence 
under  salary  shall  be  considered  as  equivalent  to  an  equal  amount  of 
actual  teaching  service.  The  city  treasurer  of  the  city  shall  pay  pensions 
to  teachers  retired  under  this  act  in  accordance  with  monthly  payrolls 
prepared  and  certified  to  by  the  school  committee. 

“ Sec.  8.  All  acts  and  parts  of  acts  inconsistent  herewith  are  hereby 
repealed. 

“ Sec.  9.  This  act  shall  take  effect  upon  its  acceptance  by  the  city 
council  of  the  city  of  Boston,  with  the  approval  by  the  mayor. 

“(The  foregoing  was  laid  before  the  Lieutenant  Governor,  Acting  Gov- 
ernor, on  the  twenty-ninth  day  of  May,  1908,  and  after  five  days  it  had 
* the  force  of  a law  ’,  as  prescribed  by  the  Constitution,  as  it  was  not 
returned  by  him  with  his  objections  thereto  within  that  time.)” 

Chap.  589,  June  3,  1908. 

Accepted  in  November  by  the  Boston  city  council,  with  approval  by 
the  mayor. 

S81.  New  Jersey:  Amending  chap.  103,  Laws,  1906,  relative  to  pensioning  of 
school  teachers. 

Permitting  board  of  education  or  other  body  (formerly,  board  of 
education)  to  retire  with  pension,  teachers,  principals,  or  superintendent. 

Chap.  121,  May  7,  1907. 

882.  New  Jersey:  Amending  secs.  213-224,  art.  25,  chap.  1,  Acts,  1903  (sp. 
sess.),  as  amended  by  chap.  314,  Acts,  1906,  relating  to  teachers’  retire- 
ment fund. 

Modifying  provisions  concerning  constitution,  membership,  and  duties 
of  board  of  trustees.  Increasing  annual  annuity  from  one-half  to  six- 
tenths  of  average  annual  salary  for  five  years  next  preceding,  raising 
maximum  annuity  from  $600  to  $650 ; enumerating  the  securities  in  which 
the  fund  may  be  invested.  Numerous  minor  changes. 

Chap.  139,  May  7,  1907. 


teachers:  employment,  etc. 


159 


883.  New  York:  Establishing  a retirement  fund  for  pensioning  teachers  of  the 
public  schools  in  the  city  of  Elmira,  and  regulating  the  collection,  man- 
agement, and  disbursement  thereof. 

“ Section  1.  The  general  care  and  management  of  the  public  school 
teachers’  retirement  fund  is  hereby  given  to  the  board  of  education,  who 
shall,  from  time  to  time,  establish  such  rules  and  regulations  for  the 
administraton  of  said  fund  as  it  may  deem  best,  and  said  board  shall 
make  payments  from  said  fund  of  annuities  granted  in  pursuance  of  this 
act  when  so  directed  by  the  board  of  retirement.  The  chamberlain  of 
the  city  of  Elmira  shall  hold  and  invest  all  money  belonging  to  said  fund 
in  such  investments  only  as  are  legal  for  savings  banks  in  the  state  of 
New  York  and  by  direction  of  said  board  of  education  shall  pay  out  the 
same,  and  he  shall  report  in  detail  to  the  board  of  education  of  the  city 
of  Elmira,  annually  in  the  month  of  May,  or  oftener  if  required  by  the 
board  of  education,  the  condition  of  said  fund  and  the  items  of  receipts 
and  disbursements  of  the  same. 

“ Sec.  2.  The  retirement  fund  shall  consist  of  the  following,  with 
interest  and  income  thereof : 

“ 1.  All  money,  pay,  compensation  or  salary,  or  any  income  thereof 
forfeited,  deducted,  reserved  or  withheld  for  any  cause  from  any  teacher 
of  the  public  schools  of  the  city  of  Elmira,  in  pursuance  of  rule  estab- 
ished  or  to  be  estabished  by  the  board  of  education  of  the  city  of  Elmira. 
The  board  of  education  shall  certify  monthly  to  the  chamberlain  the 
amounts  so  forfeited,  deducted,  reserved  or  withheld  during  the  previous 
month.  Such  amounts  shall  be  turned  into  the  said  retirement  fund. 

“ 2.  All  money  received  from  donations,  legacies,  gifts,  bequests  or 
otherwise  for  or  on  account  of  said  fund. 

“3.  The  sum  of  two  thousand  dollars  yearly  as  provided  for  by  the 
common  council  of  the  city  of  Elmira. 

“ 4.  One  per  centum  of  the  salaries  of  all  teachers  of  the  public  schools 
of  the  city  of  Elmira,  except  that  the  amount  deducted  from  the  salary 
of  any  teacher  shall  not  exceed  twelve  dollars  in  any  one  year.  The 
board  of  education  shall  after  September  first,  nineteen  hundred  and 
seven,  deduct  from  each  and  every  payroll  of  teachers,  said  one  per 
centum  of  each  and  every  amount  earned  in  the  period  covered  by  said 
payroll,  except  that  the  amount  deducted  from  any  one  salary  shall  not 
exceed  twelve  dollars  for  any  one  year.  The  board  of  education  shall 
certify  monthly  to  the  -city  chamberlain,  the  amounts  so  deducted,  and 
said  amounts  shall  be  turned  into  said  retirement  fund.  Each  contract 
made  by  the  board  of  education  with  teachers,  shall  specify  that  one 
per  centum  shall  be  deducted  as  provided  in  this  paragraph.  Any  teacher 
who  shall  have  been  a contributor  to  the  retirement  fund  and  who  shall 
retire  from  the  service,  not  being  in  receipt  of  an  annuity  shall,  if 
application  be  made  within  three  months  after  the  date  of  his  or  her 
retirement,  receive  three-fourths  of  the  total  amount  paid  by  him  or 
her  into  the  retirement  fund. 

“ 5.  All  such  other  methods  of  increment  as  may  be  duly  and  legally 
devised  for  the  increase  of  said  fund. 

“ Sec.  3.  The  board  of  retirement  shall  consist  of  the  president  of  the 
board  of  education,  the  chairman  of  the  teachers’  committee,  the  chair- 
man of  the  finance  committee,  the  superintendent  of  schools  and  three 
members  of  the  teaching  staff  to  be  chosen  by  ballot  at  a meeting  of  the 
teachers,  called  sometime  during  the  month  of  May  of  each  year  by  the 
superintendent  of  schools.  At  this  meeting  any  vacancy  in  the  members 
of  the  retiring  board  to  be  chosen  from  the  teachers,  shall  be  elected  by 
ballot.  The  three  members  chosen  the  first  year  from  the  teachers  shall 
determine  by  lot  one  member  who  shall  serve  for  three  years,  one  mem- 
ber who  shall  serve  for  two  years,  and  the  remaining  member  shall 
serve  for  one  year  and  thereafter  one  member  shall  be  elected  each  year. 

“ Sec.  4.  On  the  recommendation  of  the  board  of  retirement  the  board 
of  education  shall  have  power  to  retire  any  of  the  teachers  of  the  public 
schools  of  the  city  of  Elmira  who,  in  the  discretion  of  the  board  of 
education,  is  incapacitated  for  the  performance  of  duty,  and  who  has 
been  engaged  in  the  work  of  teaching  for  a period  aggregating  twenty 
years,  fifteen  of  which  shall  have  been  in  the  public  schools  of  the  city 
of  Elmira.  The  board  of  education  may  retire  any  teacher  who  shall 


160  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


have  attained  the  age  of  sixty-five  years  and  shall  have  been  engaged 
in  the  work  of  teaching  for  a period  aggregating  thirty  years.  On  the 
recommendation  of  the  board  of  retirement,  the  board  of  education  shall 
retire  upon  his  or  her  own  application  any  teacher  of  the  public  schools 
of  the  city  of  Elmira  who  has  been  engaged  in  the  work  of  teaching  for 
a period  aggregating  thirty  years,  fifteen  of  which  shall  have  been  in  the 
public  schools  of  the  city  of  Elmira. 

“ Sec.  5.  Upon  such  retirement,  whether  voluntary  or  otherwise,  the 
person  retired  shall  be  entitled  to  receive  an  annuity  out  of  the  retire- 
ment fund  of  one-half  of  the  average  annual  salary  paid  to  such  person 
for  the  five  years  immediately  preceding  retirement,  but  no  annuity 
shall  exceed  the  sum  of  four  hundred  dollars.  Any  person  retired  after 
twenty  years  of  service,  but  with  less  than  thirty  years  of  service,  shall 
receive  an  annuity  which  bears  the  same  ratio  to  the  annuity  provided 
for  on  retirement  after  thirty  years  of  service  as  the  total  number  of 
years  of  service  of  said  person  bears  to  thirty  years.  No  annuity  shall 
be  paid  to  any  teacher  who  has  not  paid  into  the  retirement  fund  at 
least  twenty  per  centum  of  his  or  her  annual  salary  at  the  time  of 
retirement.  Any  teacher  who  teaches  in  any  public  school  after  being 
retired  shall  receive  no  benefit  from  said  fund  while  so  teaching.  The 
annuities  provided  for  by  this  act  shall  be  payable  in  monthly  install- 
ments. If  the  moneys  in  the  retirement  fund  be  inadequate  at  any  time 
to  fully  carry  out  the  provisions  hereinabove  mentioned,  the  board  of 
education  shall  then  distribute  said  moneys  pro  rata  to  the  persons  enti- 
tled to  participate  in  said  fund,  and  such  distribution  shall  be  in  full 
of  all  annuities  then  due. 

“ Sec.  6.  The  term  ‘ teacher  ’ shall  include : 

“1.  All  persons  regularly  employed  to  teach  in  the  public  schools  of 
the  city  of  Elmira,  except  male  teachers  employed  in  the  high  school  of 
Elmira. 

“ 2.  Those  principals  who  have  served  as  grade  teachers  in  the  public 
schools  of  the  city  of  Elmira  for  at  least  ten  years.” 

Chap.  86,  Mar.  27,  1907.  (Sept.  1,  1907.) 

884.  New  York:  Amending  sec.  1092,  of  charter  of  Greater  New  York,  as 
amended  by  chap.  530,  Laws,  1902,  as  amended  by  chap.  177,  Laws,  1903, 
as  amended  by  chap.  661,  Laws,  1905,  relative  to  the  public  school  teach- 
ers’ retirement  fund. 

“ Section  1.  * * * The  general  care  and  management  of  the  public 

school  teachers’  retirement  fund  created  for  the  former  city  of  New 
York  by  chapter  two  hundred  and  ninety-six  of  the  laws  of  eighteen 
hundred  and  ninety-four,  and  of  the  public  school  teachers’  retirement 
fund  created  for  the  former  city  of  Brooklyn,  by  chapter  six  hundred  and 
fifty-six  of  the  laws  of  eighteen  hundred  and  ninety-five,  is  hereby  given 
to  the  board  of  education,  and  the  said  funds  are  hereby  made  parts  of 
the  retirement  fund  of  the  board  of  education  of  the  city  of  New  York 
created  by  this  act.  The  board  of  education  shall  from  time  to  time, 
establish  such  rules  and  regulations  for  the  administration  of  said  fund 
as  it  may  deem  best,  which  rules  and  regulations  shall  preserve  all  rights 
inhering  in  the  teachers  of  the  city  of  New  York  and  the  city  of  Brook- 
lyn as  constituted  prior  to  the  passage  of  this  act;  and  said  board  shall 
make  payments  from  said  fund  of  annuities  granted  in  pursuance  of  this 
act.  The  comptroller  of  the  city  of  New  York  shall  hold  and  invest  all 
money  belonging  to  said  fund,  and  by  direction  of  said  board  of  educa- 
tion shall  pay  out  the  same ; and  he  shall  report  in  detail  to  the  board  of 
education  of  the  city  of  New  York,  annually,  in  the  month  of  January, 
the  condition  of  said  fund  and  the  items  of  the  receipts  and  disbursements 
on  account  of  the  same.  The  said  retirement  fund  shall  consist  of  the 
following,  with  the  interest  and  income  thereof:  (1)  All  money,  pay, 
compensation  or  salary,  or  any  income  thereof  forfeited,  deducted,  re- 
served, or  withheld  for  any  cause  from  any  member  or  members  of  the 
teaching  or  supervising  staff  of  the  public  day  schools  of  the  city  of  New 
York  or  of  the  normal  college  and  training  department  of  the  normal 
college  of  the  city  of  New  York,  or  of  schools  or  classes  maintained  in 
institutions  controlled  by  the  department  of  public  charities  or  by  the 
department  of  correction,  in  pursuance  of  rules  established  or  to  be  estab- 


TEACHERS  : EMPLOYMENT,  ETC. 


161 


lished  by  the  board  of  education,  or  by  the  board  of  trustees  of  the 
normal  college  of  the  city  of  New  York,  or  by  the  commissioner  of  public 
charities,  or  by  the  commissioner  of  correction  for  schools  or  classes 
maintained  by  such  commissioners  respectively.  The  auditor  of  the  board 
of  education,  the  auditor  of  the  board  of  trustees  of  the  normal  college, 
the  commissioner  of  public  charities,  and  the  commissioner  of  correction 
shall  certify  monthly  to  the  comptroller  the  amounts  so  forfeited,  de- 
ducted, reserved  or  withheld  during  the  preceding  month.  Said  amounts 
shall  be  turned  into  the  said  retirement  fund.  (2)  All  moneys  received 
from  donations,  legacies,  gifts,  bequests,  or  otherwise  for  or  on  account 
of  said  fund.  (3)  Five  per  centum  annually  of  all  excise  moneys  or  li- 
cense fees  belonging  to  the  city  of  New  York,  and  derived  or  received  by 
any  commissioner  of  excise  or  public  officer  from  the  granting  of  licenses 
or  permission  to  sell  strong  or  spirituous  liquors,  ale,  wine,  or  beer  in 
the  city  of  New  York,  under  the  provisions  of  any  law  of  this  state  au- 
thorizing the  granting  of  such  license  or  permission.  (4)  One  per  centum 
of  the  salaries  of  all  members  of  the  teaching  and  supervising  staff  of 
the  public  day  schools  of  the  city  of  New  York,  and  of  the  normal  college 
and  training  department  of  the  normal  college  of  the  city  of  New  York, 
and  of  schools  or  classes  maintained  in  institutions  controlled  by  the 
department  of  public  charities  or  by  the  department  of  correction  of  the 
city  of  New  York,  except  that  the  amount  deducted  from  the  salary  of 
any  teacher  or  principal  of  the  public  day  schools  of  the  city  of  New 
York  or  of  schools  or  classes  maintained  in  institutions  controlled  by  the 
department  of  public  charities  or  by  the  department  of  correction  of  the 
city  of  New  York,  in  this  manner,  shall  not  exceed  thirty  dollars  in  any 
one  year,  and  the  amount  deducted  from  the  salary  of  any  supervising 
official,  in  this  manner,  shall  not  exceed  forty  dollars  in  any  one  year. 
And  the  board  of  education,  the  board  of  trustees  of  the  normal  college, 
the  commissioner  of  public  charities,  and  the  commissioner  of  correction 
shall,  after  the  passage  of  this  act,  deduct  on  each  and  -every  payroll  of 
the  said  teaching  and  supervising  staff  said  one  per  centum  from  each 
and  every  amount  earnable  in  the  period  covered  by  the  said  payroll,  not- 
withstanding the  minimum  salaries  provided  for  by  section  ten  hundred 
and  ninety-one  of  the  charter  shall  be  thereby  reduced,  and  shall  certify 
monthly  to  the  comptroller  the  amounts  so  deducted;  and  said  amounts 
shall  be  turned  into  the  said  retirement  fund.  All  deductions  made  under 
the  provisions  of  this  clause  from  the  salary  of  any  person  who  may  be 
dismissed  from  the  service  for  cause,  before  said  person  shall  have  be- 
come eligible  for  retirement,  under  the  provisions  of  this  act,  shall  be 
refunded  to  said  person  upon  such  dismissal.  (5)  All  such  other  methods 
of  increment  as  may  be  duly  and  legally  devised  for  the  increase  of  said 
fund.  The  moneys  standing  to  the  credit  of  the  retirement  fund  on  the 
thirty-first  of  .December,  nineteen  hundred  and  four,  after  subtracting 
therefrom  any  amounts  forfeited,  deducted,  reserved  or  withheld  from 
salaries  for  absences  prior  to  that  date,  which  may,  on  excuse  of  absence, 
be  refunded  after  that  date,  all  excise  moneys  of  nineteen  hundred  and 
four  which  may  have  been  credited  to  said  fund  on  or  before  that  date, 
and  all  interest  for  nineteen  hundred  and  four  on  said  fund,  which  may 
have  been  credited  to  said  fund  on  or  before  said  date,  shall  be  set  apart 
by  the  comptroller  as  a permanent  fund.  The  unexpended  balances  of 
the  income  of  the  teachers’  retirement  fund  for  the  year  nineteen  hun- 
dred and  five,  and  for  all  subsequent  years  shall  be  added  to  the  said 
permanent  fund.  The  comptroller  shall  invest  the  said  permanent  fund, 
and  the  income  thereof  may  be  used  for  the  payment  of  annuities,  but 
if  necessary,  in  order  to  carry  out  the  provisions  of  this  act,  the  board 
of  education  may  use  any  portion  of  the  permanent  fund  in  excess  of 
eight  hundred  thousand  dollars  in  the  same  manner  as  the  income  thereof. 
The  president  of  the  board  of  education,  the  chairman  of  the  committee 
on  elementary  schools  of  said  board,  the  chairman  of  the  committee  on 
high  schools  of  said  board,  the  city  superintendent  of  schools,  and  three 
members  to  be  selected  from  the  principals,  assistants  to  principals  and 
teachers  of  the  public  day  schools  shall  constitute  a board  of  retirement. 
The  three  last-named  members  shall  be  chosen  as  follows : Oil  the  second 
Thursday  of  May  in  each  year  the  principals,  assistants  to  principals  and 


63470-09- 


-11 


162  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


teachers  in  each  district  shall  meet  at  the  call  of  the  district  superin- 
tendent, which  call  he  shall  issue  at  least  one  week  before  said  meeting, 
and  at  a place  within  the  district  designated  by  him,  to  select  by  ballot 
one  of  their  number  as  district  representative  to  serve  for  one  year.  At 
the  close  of  said  meeting,  the  presiding  officer  shall  transmit  to  the 
secretary  of  the  board  of  education  the  name  and  address  of  the  district 
representative  so  chosen.  The  district  representatives  shall  meet  at  four 
o’clock  in  the  afternoon  on  the  third  Thursday  of  May  at  the  hall  of  the 
board  of  education  and  choose  by  ballot  one  of  their  number  to  serve 
on  the  board  of  retirement  for  three  years  from  the  first  day  of  the 
following  June.  At  the  first  meeting  of  the  district  representatives  after 
this  law  takes  effect,  they  shall  choose  by  ballot  three  of  their  number 
to  serve  on  the  board  of  retirement,  and  the  three  so  chosen  shall  by  lot 
fix  and  determine  their  terms  of  office  as  one,  two,  and  three  years  re- 
spectively. Should  a vacancy  occur  among  the  members  of  the  board  of 
retirement  so  chosen,  the  district  representatives  shall  meet  and  choose 
by  ballot  one  of  their  number  to  serve  on  the  board  of  retirement  for  the 
unexpired  term.  On  the  recommendation  of  the  board  of  retirement,  said 
board  of  education  shall  have  power,  by  a two-thirds  vote  of  all  its  mem- 
bers, to  retire  any  member  of  the  teaching  or  supervising  staff  of  the 
public  day  schools  of  the  city  of  New  York,  or  of  schools  or  classes  main- 
tained in  institutions  controlled  by  the  department  of  public  charities 
or  by  the  department  of  correction  who  is  mentally  or  physically  inca- 
pacitated for  the  performance  of  duty,  and  who  has  been  engaged  in  the 
work  of  teaching  or  of  school  or  college  supervision,  or  of  examination  of 
teachers  for  licenses,  or  any  two  or  more  of  the  several  kinds  of  work, 
for  a period  aggregating  twenty  years,  fifteen  of  which  shall  have  been 
in  the  public  day  schools  in  the  city  of  New  York,  or  in  schools  or  classes 
maintained  in  institutions  controlled  by  the  department  of  public  chari- 
ties or  by  the  department  of  correction.  And  the  board  of  education 
may  retire  from  active  service  any  member  of  the  said  teaching  or  super- 
vising staff  who  shall  have  attained  the  age  of  sixty-five  years  and  shall 
have  been  engaged  in  the  work  of  teaching  or  school  supervision  for  a 
period  aggregating  thirty  years.  On  the  recommendation  of  the  board 
of  retirement,  the  board  of  education  shall  have  power,  by  a two-thirds 
vote  of  all  its  members,  to  retire  upon  his  or  her  own  application  any 
member  of  the  teaching  or  supervising  staff  of  the  public  day  schools  of 
the  city  of  New  York,  or  of  schools  or  classes  maintained  in  institutions 
controlled  by  the  department  of  public  charities  or  by  the  department  of 
correction  who  has  been  engaged  in  the  work  of  teaching  or  of  school 
or  college  supervision,  or  of  examination  of  teachers  for  licenses,  or  any 
two  or  more  of  these  several  kinds  of  work,  for  a period  aggregating  thirty 
years,  fifteen  of  which  shall  have  been  in  any  of  the  said  institutions. 
The  said  board  of  education  shall  also  have  power,  by  a two-thirds  vote 
of  all  its  members,  and  after  recommendation  to  that  effect  shall  have 
been  made  by  the  board  of  trustees  of  the  normal  college  stating  that  the 
member  of  the  supervising  or  teaching  force  is  mentally  or  physically 
incapacitated  for  the  performance  of  duty,  to  retire  any  member  of  the 
teaching  or  supervising  force  of  the  normal  college  or  of  the  training 
department  of  the  normal  college  who  shall  have  been  engaged  in  said 
normal  college  or  training  department  or  elsewhere  in  the  public  school 
system  of  the  city  of  New  York  for  ten  years  and  shall  have  been  en- 
gaged in  the  work  of  teaching  or  of  school  or  college  supervision  or  of 
examination  of  teachers  for  licenses,  or  any  two  or  more  of  said  several 
kinds  of  work,  during  a period  aggregating  twenty  years.  The  said 
board  of  education,  upon  the  recommendation  of  the  trustees  of  the 
normal  college,  may  also,  in  its  discretion  retire  any  member  of  the  teach- 
ing or  supervising  force  upon  his  or  her  own  application  who  shall  have 
been  engaged  in  the  work  of  teaching  or  school  or  college  supervision  or 
examination  of  teachers  for  licenses,  or  any  two  or  more  such  occupa- 
tions, for  a period  aggregating  thirty  years.  Upon  such  retirement, 
whether  voluntary  or  otherwise,  the  person  retired  shall  be  entitled  to 
receive  an  annuity  out  of  the  teachers’  retirement  fund  of  not  less  than 
one-half  of  the  annual  salary  paid  to  such  person  at  the  period  of  retire- 
ment; and  in  case  of  the  president  or  of  a professor  to  such  an  additional 
sum  per  annum  as  will  increase  such  one-half  of  the  salary  previously 
paid  if  not  an  even  multiple  of  one  thousand  dollars  to  an  even  multiple 
of  one  thousand  dollars.  Any  person  retired  under  the  provisions  of  this 


teachers:  employment,  etc. 


163 


act  after  thirty  years  of  service,  except  as  hereinbefore  in  this  section 
provided  in  the  case  of  the  president  or  of  a professor  of  the  normal  col- 
lege, shall  receive  as  an  annuity  one-half  the  annual  salary  paid  to  said 
person  at  the  date  of  said  retirement,  not  to  exceed,  however,  in  the  case 
of  a teacher  or  principal,  the  sum  of  fifteen  hundred  dollars  per  annum, 
and  in  the  case  of  a supervising  official,  two  thousand  dollars  per  annum. 
And  in  no  case  shall  the  annuity  of  any  person  already  retired  or  here- 
after to  be  retired  after  thirty  years  of  service,  be  less  than  six  hundred 
dollars.  Any  person  retired  after  twenty  years  of  service,  but  with  less 
than  thirty  years  of  service,  shall  receive  an  annuity  which  bears  the 
same  ratio  to  the  annuity  provided  for  on  retirement  after  thirty  years 
of  service  as  the  total  number  of  years  of  service  of  said  person  bears  to 
thirty  years.  The  annuities  provided  for  by  this  act  shall  be  payable 
in  monthly  installments.  All  retirements  made  under  the  provisions  of 
this  act  shall  take  effect  either  on  the  first  day  of  February  or  on  the 
first  day  of  September.  The  number  of  persons  retired  in  any  one  year 
shall  be  so  limited  that  the  entire  amount  of  the  annuities  to  be  paid  for 
that  year  shall  not  be  in  excess  of  the  estimated  amount  of  the  retire- 
ment fund  applicable  to  the  payment  of  annuities  for  that  year.  The 
words  ‘ teaching  and  supervising  staff  of  the  public  day  schools  of  the 
city  of  New  York  ’ as  used  in  this  section,  shall  include  the  city  superin- 
tendent of  schools,  the  associate  city  superintendents,  the  district  super- 
intendents, the  members  of  the  board  of  examiners,  directors  and  assist- 
ant directors  of  special  branches,  the  supervisor  and  assistant  supervisor 
of  lectures,  all  principals,  vice-principals,  assistants  to  principals,  heads 
of  departments,  and  all  regular  and  special  teachers  of  the  public  day 
schools  of  the  city  of  New  York.  Nothing  in  this  act  shall  be  construed 
as  prohibiting  the  reappointment  to  active  service,  on  his  or  her  own 
application,  of  any  person  who  has  been  retired  under  the  provisions  of 
this  act.  Upon  the  reappointment  of  such  person  the  payment  of  the 
annuity  of  said  person  shall  be  discontinued.  Teachers  "hereafter  ap- 
pointed in  schools  or  classes  maintained  in  the  institutions  controlled  by 
the  department  of  public  charities  or  by  the  department  of  correction, 
shall  be  appointed  by  the  commissioner  of  the  appropriate  department 
upon  the  nomination  of  the  city  superintendent  of  schools  and  shall  be 
licensed  by  the  board  of  examiners  of  the  board  of  education.  The  de- 
partment of  education  through  such  representatives  as  it  may  designate 
shall  maintain  an  effective  visitation  and  inspection  of  all  such  schools 
and  classes.” 

Chap.  167,  Apr.  18,  1907. 

885.  New  York:  Establishing  a retirement  fund  for  the  pensioning  retired 

school  teachers,  superintendents,  supervisors,  and  heads  of  high  school 
departments  of  the  public  schools  of  the  city  of  Schenectady,  and  regu- 
lating the  collection,  management,  and  disbursement  thereof. 

Chap.  306,  May  6,  1907. 

886.  New  Yrork:  Establishing  a retirement  fund  for  teachers,  principals,  and 

supervisors  of  the  public  schools  in  the  city  of  Albany,  and  regulating 
the  collection,  management,  and  disbursement  thereof. 

Chap.  414,  June  4,  1907. 

887.  New  York:  Establishing  a retirement  fund  for  pensioning  retired  school 

teachers,  superintendents,  supervisors,  and  heads  of  high  school  depart- 
ments of  the  public  school  system  of  Schenectady. 

Chap.  116,  Apr.  13,  1908. 

888.  New  York:  Establishing  a retirement  fund  for  pensioning  teachers,  super- 

visors, superintendents,  etc.,  in  the  school  system  of  Watervliet. 

Chap.  140,  Apr.  16,  1908. 

D 889.  Ohio  (i906)  : One  whose  name  was  on  the  teachers’  roll  of  a city  school 
district  for  twelve  years,  but  who  was  not  actually  engaged  in  teaching 
therein  during  all  of  such  period,  a substitute  having  taken  his  place 
at  one  time,  will  not  be  entitled  to  a pension  under  the  act  of  1900  (94 


164  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


Ohio  Laws,  p.  305),  providing  for  a teachers’  pension  fund  for  those  who 
have  taught  for  twenty  years,  and  for  twelve  years  in  such  district. — 
Venable  v.  Schafer,  28  Ohio  Cir.  Ct.  R.,  202. 

D 890.  Ohio  (1906)  : Equity  will  endeavor  to  restore  everybody  who  has  acted 
under  favor  of  the  provisions  of  an  unconstitutional  act  of  the  legislature, 
to  his  rights  and  their  former  statu  quo;  hence,  the  teachers’  pension 
fund  law  of  1900  having  been  declared  unconstitutional,  one  who  had 
paid  assessments  under  its  provisions  can  recover  the  same,  with  in- 
terest, although  he  has  no  redress  in  the  way  of  enforcing  the  provisions 
of  such  act. — Venable  v.  Schafer,  28  Ohio  Cir.  Ct.  R.,  202. 

D 891.  Ohio  (1906):  In  construing  a statute  a word  should  not  be  given  a 
limited  or  specialized  meaning  unless  such  meaning  is  made  by  legislative 
enactment;  hence,  in  the  act  of  1900  (94  Ohio  Laws,  p.  305),  relative 
to  the  teachers’  pension  fund,  the  word  “ teacher,”  not  being  specifically 
restricted  in  its  meaning,  will  comprehend  within  its  purview  such  in- 
structors as  shall  have  spent  a part  of  the  time  required  in  teaching 
in  schools  not  supported  in  whole  or  in  part  by  public  taxation. — Venable 
v.  Schafer,  28  Ohio  Cir.  Ct.  R.,  202. 

892.  Pennsylvania:  Empowering  boards  of  school  directors,  boards  of  school 
controllers,  and  central  boards  of  education,  in  school  districts  of  the 
second  and  third  class,  to  establish  and  administer  a teachers’  retire- 
ment fund. 

“ Section  1.  Be  it  enacted , etc.,  That  the  Boards  of  School  Directors, 
Boards  of  School  Controllers,  and  Central  Boards  of  Education,  in  school 
districts  of  the  second  and  third  class,  are  hereby  authorized  and  em- 
powered to  establish  and  administer  a teacher’s  retirement  fund.  The 
said  fund  shall  consist  of  all  funds  available  for  like  purposes  at  the 
time  of  the  enactment  of  this  law,  together  with  such  additions  thereto 
as  the  Boards  of  School  Directors,  Boards  of  School  Controllers,  or 
Central  Boards  of  Education  may,  from  time  to  time,  prescribe,  and  such 
moneys  as  may  be  donated  or  bequeathed  for  such  purposes. 

“ Sec.  2.  Any  teacher,  principal,  or  supervising  official,  retiring  with 
the  consent  of  the  Boards  of  School  Directors,  Boards  of  School  Con- 
trollers, or  Central  Boards  of  Education,  shall  receive  from  the  said 
fund  such  annuity  as  the  Boards  of  School  Directors,  Boards  of  School 
Controllers,  or  Central  Boards  of  Education  may  prescribe.” 

Act  No.  169,  May  23,  1907. 

893*.  Rhode  Island:  Providing  for  the  pensioning  of  school  teachers. 

“ Section  1.  Any  person  of  either  sex  who  on  the  passage  of  this  act  or 
thereafter  shall  have  reached  the  age  of  sixty  years,  and  who  for  thirty- 
five  years  shall  have  been  engaged  in  teaching  as  his  principal  occupation 
and  have  been  regularly  employed  as  a teacher  in  the  public  schools  or 
in  such  other  schools  within  this  state  as  are  supported  wholly  or  in  part 
by  state  appropriation  and  are  entirely  managed  and  controlled  by  the 
state,  twenty-five  years  of  which  employment,  including  the  fifteen  years 
immediately  preceding  retirement,  shall  have  been  in  this  state,  may  at 
the  expiration  of  a school  year,  unless  his  private  contract  with  his 
employer  shall  otherwise  provide,  be  retired  by  his  employer  or  volun- 
tarily retire  from  active  service,  and  on  his  formal  application  shall 
receive  from  the  state  for  the  remainder  of  his  life  an  annual  pension 
equal  to  one-half  of  his  average  contractual  salary  during  the  last  five 
years  before  retiring,  but  in  no  case  shall  such  annual  pension  be  more 
than  five  hundred  dollars : Provided , however , that  no  such  employment 
as  teacher  within  this  state  after  this  act  shall  be  included  within  its 
provisions,  unless  the  teacher  shall  hold  a certificate  of  qualification 
issued  by  or  under  the  authority  of  the  state  board  of  education. 

“ Sec.  2.  The  state  board  of  education  shall  make  all  needful  regula- 
tions for  issuing  certificates  of  qualification  and  carrying  into  effect  the 
other  provisions  of  this  act  not  inconsistent  with  the  act  itself,  and  shall 
examine  into  and  determine  the  eligibility  of  each  and  every  applicant 
to  receive  a pension  under  the  provisions  of  this  act. 

“ Sec.  3.  For  the  purpose  of  carrying  this  act  into  effect  the  sum  of  ten 
thousand  dollars  or  so  much  thereof  as  may  be  necessary  is  hereby  appro- 
priated out  of  any  money  in  the  treasury  not  otherwise  appropriated, 


165 


teachers:  employment,  etc. 

and  the  state  auditor  is  hereby  directed  to  draw  his  orders  on  the  general 
treasurer  in  favor  of  such  persons  and  for  such  sums  as  shall  be  certified 
to  him  by  the  state  board  of  education,  according  to  the  provisions  of 
this  act. 

“ Sec.  4.  This  act  shall  take  effect  on  the  first  day  of  January,  1908.” 
Chap.  1468,  Apr.  23,  1907.  (Jan.  1,  1908.) 

894.  South  Carolina:  Amending  secs.  1 and  5,  act  No.  544,  Acts,  1898,  relative 

to  the  creation  and  disbursement  of  a public  school  teachers’  retirement 
fund  in  the  city  of  Charleston. 

Providing  for  a reservation  of  8 per  cent  of  the  gross  income  of  the 
special  school  fund  paid  on  the  1 mill  tax  on  and  after  January  1,  1907. 
Providing  for  use  of  surplus  fund. 

Act  No.  335,  p.  745,  Feb.  7,  1907. 

895.  Utah:  Providing  for  the  retirement  of  public  school  teachers. 

“ Section  1.  That  upon  the  written  request  of  a majority  of  the  teach- 
ers in  any  city  of  the  first  or  second  class,  or  of  any  county,  exclusive 
of  cities  of  the  first  and  second  class,  the  Board  of  Education  or  the 
County  Superintendent , shall  authorize  the  organization  of  a Public 
School  Teachers’  Retirement  Commission. 

“ Sec.  2.  Said  commission  shall  be  composed  of  seven  members, 
viz:  (a)  Three  members  selected  by  the  petitioning  teachers  or  by  the 
members  of  the  Retirement  Association  after  organization  is  perfected ; 
(&)  The  Superintendent  of  the  city  or  county,  and  the  (c)  Clerk  of  the 
Board  of  Education,  if  in  a city,  or  the  (c)  County  Clerk  in  county 
organizations,  and  ( d ) two  members  selected  by  the  Board  of  Education 
from  their  members  in  districts  of  the  first  or  second  class,  or  (d) 
two  members  appointed  by  the  county  superintendent  from  boards  of 
trustees  within  the  county. 

“ The  elective  and  appointive  members  of  the  Retirement  Commission 
chosen  by  the  Board  of  Education  or  appointed  by  the  Superintendent 
shall  serve  for  two  years,  except  in  organizing,  wrhen  one  shall  be  chosen 
or  appointed  for  one  year  and  one  for  two  years,  dating  the  term  of 
office  from  the  first  Monday  of  the  preceding  February;  and  the  mem- 
bers chosen  by  the  petitioning  teachers  or  the  members  of  the  Retire- 
ment Association  shall  be  chosen  for  a term  of  three  years,  except  in 
organizing,  when  one  shall  be  chosen  for  one  year,  one  for  two  years, 
and  one  for  three  years,  the  term  of  office  dating  from  the  first  Mon- 
day of  the  preceding  February,  except  when  first  organized,  which 
may  occur  at  any  time  during  the  year;  the  elective  members  shall  be 
chosen  between  the  first  and  twentieth  days  of  January  and  shall  take 
office  on  the  First  Monday  of  the  succeeding  February. 

“ Sec.  3.  The  members  of  the  Retirement  Commission  who  are 
chosen  from  the  teaching  body  shall  be  elected  at  a meeting  called  by 
the  Superintendent  of  the  district  or  of  the  county,  who  shall  cause 
each  teacher  serving  within  said  district  or  county  to  be  notified  in 
writing  of  the  time  and  place  of  such  an  election. 

“ Sec.  4.  The  officers  of  the  Retirement  Commission  shall  qualify  by 
taking  and  subscribing  the  oath  of  office  and  filing  the  same  with  the 
county  clerk.  In  cases  of  a vacancy  in  the  elective  membership  of  the 
said  commission  the  vacancy  shall  be  filled  for  the  unexpired  term  by 
the  commission  choosing  a member  from  the  body  that  elected  the  out- 
going member. 

“ Sec.  5.  The  Retirement  Commission  shall  organize  by  election  from 
their  number  a President  and  Secretary,  who  shall  serve  for  one  year 
and  until  their  successors  are  chosen  and  qualified.  The  Commissioners 
shall  serve  without  compensation,  except  the  Secretary,  who  may,  in  the 
discretion  of  the  Retirement  Commissioners,  receive  not  to  exceed  fifty 
dollars  per  annum  for  his  services. 

“ Sec.  6.  The  Treasurer  of  the  Board  of  Education  in  cities  of  the  first 
and  second  class  or  of  the  county  shall  be  the  ex-officio  treasurer  of  the 
funds  of  the  Retirement  Association,  and  his  official  bond  as  fixed  by  the 
Board  of  Education  or  County  shall  cover  the  moneys  in  said  fund. 

“ Sec.  7.  The  funds  of  the  Retirement  Association  shall  be  of  two 
classes:  (a)  Permanent  and  (b)  Current  Fund.  The  treasurer  shall 


166  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1006-8. 


pay  out  money  on  warrants  signed  by  the  president  and  secretary  of  the 
commission.  He  shall  have  charge,  under  the  direction  of  the  commis- 
sioners, of  the  investment  and  management  of  the  Permanent  Fund,  but 
the  Permanent  Fund  shall  be  invested  only  in  State,  County,  school  dis- 
trict or  municipal  improvement  securities  within  the  State  of  Utah. 

“ Sec.  8.  The  Retirement  Commission  shall  keep  a record  of  all  the  pro- 
ceedings and  a record  of  all  money  received  and  paid  out,  all  of  which 
records  shall  be  open  for  public  inspection.  It  shall  also  make  such  re- 
ports from  time  to  time  to  the  state  superintendent  of  public  instruction 
or  board  of  education  or  board  of  trustees  as  may  be  required. 

“ Sec.  9.  When  a board  of  Retirement  Commissioners  has  been  duly 
organized  in  any  district  or  county,  the  superintendent  of  schools  who 
has  charge  of  said  district  or'  county  shall  cause  each  teacher  within 
said  district  or  county  to  be  notified  of  the  fact,  and  he  or  she  shall, 
within  thirty  days,  thereafter,  reply  in  writing,  accepting  or  declining 
membership  in  said  Retirement  Association.  In  case  a teacher  declines 
to  become  a member,  he  or  she  may  only  become  a member  thereafter  by 
a two-thirds  vote  of  all  the  commission  and  payment  of  all  back  dues, 
dating  from  the  organization  of  said  Retirement  Association.  All  new 
teachers  accepting  employment  under  the  board  of  education  or  trustees 
in  any  county  subsequent  to  the  organization  of  a Retirement  Associa- 
tion within  the  district  or  county  may  contract  and  agree  to  the  provi- 
sions governing  membership  in  said  association. 

“ Sec.  10.  The  income  of  the  Public  School  Teachers’  Retirement  Asso- 
ciation shall  be  from  the  following  sources: 

“ (a)  All  teachers  in  the  employ  of  the  Board  of  Education  or  Boards 
of  Trustees  at  the  time  of  the  organization  of  said  Retirement  Associa- 
tion and  who  have  become  members  thereof,  and  all  new  teachers 
entering  the  employment  of  the  Board  of  Education  or  Board  of  Trus- 
tees, shall  have  deducted  from  each  and  every  payroll  in  payment  for 
services  one  per  cent  of  the  face  of  said  payroll,  and  the  amount  of  said 
deduction  shall  be  certified  by  the  Clerk  of  the  Board  of  Education  or 
Board  of  Trustees  monthly  to  the  treasurer  of  the  Association. 

“(b)  All  amounts  deducted  from  teachers’  salaries  on  account  of 
absence  through  sickness  not  to  exceed  five  days  in  any  one  year  for  a 
teacher : Provided,  that  by  a special  resolution  the  Board  of  Education 
or  Board  of  Trustees  may,  on  account  of  a shortage  of  funds,  withhold 
the  payment  of  said  deductions  out  for  a period  not  to  exceed  one  year  at  a 
time.  All  deductions  belonging  to  this  fund  shall  be  certified  to  monthly 
by  the  Board  of  Education  or  Board  of  Trustees  to  the  treasurer  of  the 
Association. 

“(c)  All  moneys  received  from  donations,  legacies,  gifts,  bequests,  or 
otherwise  for  or  on  account  of  said  fund. 

“ Sec.  11.  The  first  two  sources  of  income,  viz,  * a ’ and  ‘ b ’ shall  con- 
stitute the  Current  Fund,  and  the  third  source  viz : ‘ c ’ shall  consti- 
tute the  Permanent  Fund,  unless  specifically  stipulated  for  the  Current 
Fund  in  the  donation,  legacy,  gift  or  bequest.  No  portion  of  the  Perma- 
nent Fund  shall  be  available  for  current  expenditure,  but  the  interest 
thereon  shall  become  a part  of  the  Current  Fund. 

“ Sec.  12.  There  shall  be  two  classes  of  beneficiaries  under  the  Retire- 
ment Fund,  viz,  Class  ‘A’  and  Class  ‘ B.’ 

“ Class  A.  On  the  recommendation  of  the  Retirement  Commission,  the 
Board  of  Education  or  Board  of  Trustees  shall  have  power  by  two-thirds 
vote  to  retire  any  member  of  the  Association  who  is  mentally  or  physically 
incapacitated  for  the  performance  of  duty : Provided,  said  teacher  has 
taught  in  the  district  or  county  in  which  said  district  is  located  for  at  least 
five  years,  and  whose  term  of  service  shall  aggregate  thirty  years,  whether 
before  or  after  or  partly  before  or  after,  the  passage  of  this  act.  Each 
teacher  so  retired  shall  be  entitled  to  receive  as  pension  an  annual  salary 
equal  to  one  half  of  the  average  annual  salary  drawn  by  said  teachers  for 
the  five  years  preceding  retirement,  but  in  case  his  or  her  years  of  teaching 
shall  not  aggregate  thirty  years,  he  or  she  may  be  temporarily  retired 
and  shall  be  entitled  to  as  many  thirtieths  of  the  half-salary  as  his  or 
her  years  of  service  are  a part  of  thirty.  Any  teacher  who  has  been 
retired  under  this  class  and  who  recovers  his  or  her  mental  or  physical 
powers  sufficiently  to  teach  or  earn  a livelihood  in  some  other  manner, 
in  the  opinion  of  the  Medical  Inspector  of  the  Board  of  Education,  or 


167 


teachers:  EMPLOYMENT,  ETC. 

Board  of  Trustees,  or  of  a physician  selected  by  the  Retirement  Com- 
missioners in  case  there  is  no  Medical  Inspector  designated,  shall  cease 
to  draw  an  annuity  under  this  classification. 

“Class  B.  Any  member  of  the  Retirement  Association  who  has  taught 
thirty  years,  one-third  of  which  time  has  been  in  the  district  or  county 
in  which  said  district  is  located  and  who  has  reached  the  age  of  sixty 
years,  shall,  upon  his  or  her  request,  or  upon  the  recommendation  of  the 
Retirement  Commissioners  and  a two-thirds  vote  of  the  Board  of  Educa- 
tion or  Board  of  Trustees,  without  option,  be  placed  upon  the  retired  list, 
and  shall  be  entitled  to  annual  salary  equal  to  one-half  of  the  average 
annual  salary  of  the  five  years  preceding  retirement. 

“ Sec.  13.  Provided  that  any  teacher  who  is  retired  under  the  pro- 
visions of  either  class  ‘A’  or  ‘ B,’  and  who  at  the  time  of  retirement 
has  not  paid  into  the  Retirement  Fund  a sum  equal  to  one  per  cent  of 
the  entire  salary  received  for  the  previous  years  of  service  claimed,  shall 
have  such  an  amount  deducted  from  his  or  her  annuity  as  shall  equal 
the  amount  still  due.  This  deduction  may,  in  the  discretion  of  the  Re- 
tirement Commissioners,  be  distributed  over  a period  not  to  exceed  three 
years.  Any  teacher  may,  at  the  time  of  becoming  a member  of  the 
association,  be  credited  in  full  for  all  back  payment  covering  previous 
years  of  service  claimed  by  paying  one-half  of  one  per  cent  of  all 
salaries  earned  during  time  of  service  claimed.  Any  teacher  who  is  a 
member  of  a Retirement  Association  in  the  State  of  Utah  and  who  ac- 
cepts employment  in  a district  or  county  outside  of  the  bounds  of  his  or 
her  association  shall,  within  thirty  days  thereafter,  select  which  of  two 
ways  he  or  she  prefers  to  continue  his  or  her  membership. 

“ 1.  A transfer  of  membership,  or 

“ 2.  An  absent  membership. 

“ If  the  first  mentioned  is  selected  the  secretary  of  the  commission 
shall  fill  out  on  a paper  form  a report  covering  the  necessary  data  con- 
cerning said  teacher,  which  report,  with  the  one-half  of  the  amount  of 
the  money  paid  into  the  fund  by  or  on  account  of  said  teacher  as  herein- 
after provided,  shall  be  accepted  by  any  commission  in  the  State  as  a 
complete  record  and  payment  of  back  dues  of  such  teacher. 

“ If  the  second  method  is  chosen  a teacher  may  continue  his  or  her 
membership  by  voluntarily  sending  annually  to  the  secretary  of  the 
association  the  one  per  cent  of  his  or  her  salary  as  certified  to  by  the 
clerk  of  the  board  where  he  or  she  is  employed. 

“ Sec.  14.  Any  teacher  dismissed  from  the  service  of  the  Board  of  Educa- 
tion or  Board  of  Trustees  for  cause  shall  be  entitled  to  a refund  of  all 
money,  without  interest,  paid  into  the  retirement  fund  by  said  teacher. 

“ Any  teacher  voluntarily  withdrawing  from  the  services  of  the 
Board  of  Education  or  Board  of  Trustees  shall  be  entitled  to  a refund 
of  one-half  the  amount  paid  into  said  fund  by  said  teacher,  provided , 
he  or  she  makes  application  in  writing  within  three  months  for  the 
refund. 

“ Sec.  15.  In  case  of  the  death  of  a member  of  the  Retirement  Associa- 
tion the  estate  of  said  teacher  shall  be  entitled  to  a refund  of  the  total 
amount  paid  into  said  fund  by  said  teacher. 

“ Sec.  16.  If  at  any  time  the  funds  of  the  Retirement  Association  are 
not  sufficient  to  meet  the  annuities  and  refunds  hereinbefore  specified, 
each  annuitant  and  claimant  shall  be  paid  pro  rata  his  or  her  proportion 
of  the  funds  that  are  available. 

“ Sec.  17.  The  term  “ teacher  ” as  used  throughout  this  bill  shall  in- 
clude superintendent,  supervisors,  principals,  and  teachers. 

“ Sec.  18.  The  Retirement  Commission  is  empowered  to  adopt  such  ad- 
ditional rules  and  by-laws  for  the  carrying  out  of  the  provisions  of  this 
bill  as  are  in  harmony  with  its  intents  and  purposes.” 

Chap  111,  Mar.  14,  1907. 

896.  Virginia:  Providing  a retirement  fund  for  public  school  teachers. 

“ 1.  Be  it  enacted  by  the  general  assembly  of  Virginia,  That  whenever 
any  person,  not  including  superintendents,  has  taught  in  the  public 
schools  of  this  State  an  aggregate  of  twenty  years,  if  said  person  has 
maintained  a good  record  and  by  reason  of  physical  or  mental  infirmity 
or  old  age  is  incapable  of  rendering  efficient  service  as  a teacher,  or 
if  said  person  has  taught  for  twenty-five  years  in  this  State,  and  desires 


STATE  SCHOOL  SYSTEMS  : LEGISLATION,  ETC.,  1906-8. 


to  be  retired,  as  herein  provided,  he  or  she  may  make  application  to  the 
State  board  of  education  to  be  retired  and  pensioned  as  hereinafter 
provided.  If  the  state  board  of  education  shall  find  the  facts  as  above 
stated  it  shall  place  the  name  of-  the  said  person  upon  a list  to  be  known 
as  ‘ the  retired  teachers’  list,’  and  the  said  board  may,  of  its  own  motion, 
place  any  teacher  on  said  list  who  has  served  for  twenty  years  if  said 
board  shall  deem  it  best  for  the  good  of  the  school  system  to  take  such 
action.  A careful  record  shall  be  kept  by  the  said  board  of  the  names  of 
the  teachers  retired  and  pensioned  under  the  provisions  of  this  act,  and 
every  person  so  placed  upon  said  list  shall  receive  a pension  as  herein- 
after provided. 

“ 2.  The  fund ; whence  derived. — In  order  to  provide  a fund  to  pen- 
sion said  retired  teachers  all  contracts  with  teachers  shall  provide  that 
the  chairman  and  clerk  of  the  school  board  or  other  officers  whose  duty 
it  is  to  pay  public  school  teachers,  shall  deduct  monthly  from  the  salary 
of  each  teacher  in  the  State  a sum  equal  to  one  per  cent,  of  his  or  her 
salary.  Each  teacher  shall  be  furnished  a statement  showing  the 
amount  so  deducted.  The  sum  so  deducted  shall  be  promptly  remitted 
by  the  officers  deducting  the  same,  through  the  office  of  the  second  auditor 
of  Virginia,  to  the  State  board  of  education  which  shall  immediately 
deposit  the  same  with  the  State  treasurer.  All  amounts  so  received 
shall  be  placed  by  the  State  treasurer  to.  the  credit  of  a fund  to  be 
called  * the  retired  teachers  fund,’  and  an  accurate  account  shall  be  kept 
of  all  funds  so  received. 

“ 3.  Appropriation. — The  sum  of  five  thousand  dollars  per  annum,  or 
so  much  thereof  as  may  be  necessary  to  carry  out  the  purposes  of  this 
act,  is  hereby  appropriated  out  of  any  moneys  in  the  treasury  not  other- 
wise appropriated,  to  carry  into  effect  the  provisions  of  this  act.  The 
said  sum  shall  be  turned  over  to  the  State  board  of  education  and 
deposited  as  aforesaid  ’with  the  State  treasurer  to  be  placed  to  the  credit 
of  the  fund  created  by  section  two  of  this  act. 

“ 4.  Legacies,  bequests,  et  cetera. — All  legacies,  bequests,  and  funds 
derived  from  devises  for  the  benefit  of  teachers  under  this  act  shall  be 
paid  over  to  the  State  board  of  education  and  shall  be  by  it  transferred 
as  aforesaid  to  the  treasurer  of  Virginia,  to  be  placed  to  the  credit  of 
the  fund  provided  for  in  section  two  of  this  act. 

“ 5.  The  State  board  of  education  shall  be  permitted  to  invest  the 
capital  and  unappropriated  income  of  said  ‘ retired  teachers’  fund,’  as 
provided  in  the  eleventh  subdivision  of  section  fourteen  hundred  and 
thirty-three  of  the  Code  with  all  the  powers  of  investment  or  reinvest- 
ment granted  by  said  section,  and  all  securities  belonging  to  said  fund 
shall  be  deposited  with  the  second  auditor  for  safekeeping,  who  shall 
return  with  his  annual  report  a list  thereof  with  a statement  of  their 
value. 

“ 6.  What  pensions  to  be  paid. — The  State  board  of  education  shall 
quarterly,  on  the  first  day  of  January,  April,  July,  and  October  in  eacji 
year  issue  its  warrant  on  said  fund  signed  by  the  president  and  secretary 
of  said  board  as  follows : A warrant  shall  be  issued  to  the  second 
auditor  of  Virginia  for  the  benefit  of  each  person  whose  name  has  been 
placed  on  said  list  for  the  quarter  immediately  preceding  the  time  of 
payment  for  a sum  equal  to  one-eighth  of  the  annual  salary  earned  by 
such  person  at  the  time  he  or  she  was  placed  on  such  list.  And  the 
second  auditor  shall  issue  his  warrants  to  said  persons  accordingly. 
In  no  event,  however,  shall  any  quarterly  pension  exceed  the  sum  of  one 
hundred  dollars,  except  that  principals  of  schools  may  receive  as  a 
quarterly  pension  as  much  as  one  hundred  and  twenty-five  dollars.  In 
the  event  that  the  available  funds  shall,  in  the  judgment  of  the  State 
board  of  education  upon  a prudent  and  equitable  appropriation  of  the 
same  for  any  quarter,  be  insufficient  to  pay  all  pensions  due  for  the 
quarter  to  the  full  amount  thereof,  then  the  same  shall  be  paid  pro  rata, 
according  to  the  amount  of  money  that  is  available  as  aforesaid. 

“ 7.  The  State  board  of  education  shall  see  that  proper  arrangements 
are  made  for  keeping  an  accurate  account  of  all  moneys  received,  in- 
vested or  disbursed  under  this  act,  and  the  superintendent  of  public 
instruction  shall  include  a full  statement  of  all  the  transactions  of  said 
fund  in  his  annual  or  his  biennial  report.  The  State  board  of  education 
shall  require  proper  and  sufficient  bonds  from  the  person,  or  persons, 


teachers:  employment,  etc. 


169 


charged  with  the  management  or  custody  of  said  funds,  except  in  the 
cases  of  the  State  treasurer  and  second  auditor,  whose  official  bonds  shall 
cover  the  said  funds,  for  the  proper  application  of  which  they  and  the 
sureties  on  their  official  bonds  shall  be  liable.” 

Chap.  313,  Mar.  14,  1908. 

S97.  Wisconsin:  Creating  sec.  925 — xx,  Statutes,  1898,  providing  for  a public 
school  teachers’  retirement  fund  in  cities  of  the  first  class  (Milwaukee). 

“ Section  925 — xx.  1.  Two  female  teachers,  two  male  teachers  and 
four  members  of  the  board  of  school  directors,  in  cities  of  the  first  class 
shall  constitute  in  their  respective  cities,  a board  of  trustees  for  the 
purpose  herein  set  forth.  The  teachers  who  shall  elect  to  come  under  the 
provisions  of  this  act  shall  hold  their  first  annual  meeting  on  the  first 
Saturday  of  October,  1907,  and  shall  elect  by  ballot  one  female  teacher 
who  shall  hold  office  for  a term  of  one  year,  one  female  teacher  who 
shall  hold  office  for  a term  of  two  years,  one  male  teacher  who  shall 
hold  office  for  a term  of  one  year,  and  one  male  teacher  who  shall  hold 
office  for  a term  of  two  years ; and  a majority  of  all  the  votes  cast  shall 
be  necessary  in  each  case  for  an  election.  Such  meeting  shall  be  called 
by  the  secretary  of  the  school  board  by  giving  due  notice  to  all  such 
teachers  of  the  hour  and  place  where  the  meeting  shall  be  held. 
Annually,  thereafter,  at  a meeting  duly  called  by  the  board  of  trustees 
on  the  first  Saturday  of  October,  one  female  teacher  and  one  male 
teacher  shall  be  elected  in  the  same  manner  for  a term  of  two  years. 
The  boards  of  school  directors  of  cities  of  the  first  class  shall,  at  their 
regular  meeting  in  October,  1907,  elect  two  of  their  number  to  be  mem- 
bers of  the  board  of  trustees  for  a term  of  one  year,  and  two  of  their 
number  to  be  members  of  the  board  of  trustees  for  a term  of  two  years ; 
and  annually  thereafter,  at  their  regular  October  meetings,  the  boards 
of  school  directors  shall  elect  one  of  their  number  to  be  a member  of 
the  board  of  trustees  for  a term  of  two  years.  The  board  of  trustees 
shall  organize  within  ten  days  after  the  regular  October  meeting  of  the 
board  of  school  directors  by  the  election  from  their  members  of  a pres- 
ident and  a secretary,  and  may  adopt  rules  of  order  not  inconsistent 
with  this  act.  In  case  of  vacancy,  the  board  of  trustees  shall,  within 
ten  days  after  its  occurrence,  fill  the  same  for  the  unexpired  term. 

“ 2.  A teachers’  retirement  fund  is  hereby  created  in  cities  of  the  first 
class,  and  the  fund  shall  consist  of:  A permanent  and  a general  fund. 

“ The  permanent  fund  shall  be  made  up  of  gifts  and  legacies  specific- 
ally given  to  said  permanent  fund,  and  the  sums  set  apart  by  the  board 
of  trustees. 

“ The  general  fund  shall  be  made  up  of : 

“ (a)  Gifts  and  legacies  not  specifically  given  to  said  permanent  fund. 

“ (b)  All  amounts  retained  from  salaries  of  teachers  under  the  provi- 
sion of  this  act,  and  the  interest  derived  from  said  permanent  fund. 

“(c)  The  board  of  school  directors  in  cities  of  the  first  class  may  pay 
out  of  the  school  fund  into  the  teachers’  retirement  fund  a sum  not  to 
exceed  one  per  cent,  of  the  gross  receipts  raised  by  taxation  for  school 
purposes. 

“(d)  All  moneys  obtained  by  such  other  methods  of  increment  as  may 
be  duly  and  legally  devised  for  the  increase  of  said  fund. 

“ The  general  fund  may  be  drawn  upon  for  the  purpose  of  this  act  by 
said  board  of  trustees. 

“ 3.  Said  board  shall  have  control  of  the  retirement  fund,  investing  the 
same  only  in  such  securities  as  savings  banks  are  authorized  by  law  to 
invest  in.  The  board  shall  receive  and  consider  all  applications  for 
annuities  under  this  act,  and  when  in  their  opinion  the  best  interests  of 
the  school  are  served  by  the  retirement  of  the  applicants,  shall  determine 
and  direct  payment  of  the  annuities.  The  board  shall  keep  full  and  com- 
plete records  of  the  receipts  and  disbursements  of  this  fund  and  a 
complete  list  of  all  annuitants,  and  shall  make  a report  of  the  same  at 
each  annual  meeting  of  the  teachers  in  October.  All  necessary  expenses 
incurred  by  the  board  in  carrying  out  the  provisions  of  this  act  shall  be 
paid  out  of  the  retirement  fund,  in  accordance  with  the  votes  of  the  board. 
The  members  of  the  board  shall  serve  without  compensation.  Whenever 
any  member  of  the  board  shall  cease  to  hold  a position  as  member  of  the 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

board  of  school  directors,  or  as  teacher  in  the  public  schools,  his  or  her 
membership  in  the  board  shall  thereupon  cease. 

“ 4.  The  city  treasurer  shall  be  the  custodian  of  the  retirement  fund, 
and  shall  make  payments  therefrom  as  ordered  by  the  board  of  trustees. 

“ 5.  Beginning  with  the  monthly  payments  in  November,  1907,  the  board 
of  school  directors  shall  reserve  from  the  salary  of  each  teacher  who  has 
come  under  the  provisions  of  this  act  the  sum  of  four  dollars  ($4.00),  and 
from  every  monthly  payment  thereafter  for  a period  of  twenty-five  years, 
shall  reserve  the  sum  of  two  dollars  ($2.00),  and  shall  pay  the  sums 
so  reserved  into  the  school  teachers’  retirement  fund,  as  herein  pro- 
vided. 

“ 6.  The  city  treasurer  upon  the  order  of  the  board  of  trustees,  shall 
pay  out  of  said  retirement  fund,  in  monthly  payments,  sucS  an  annuity  to 
any  teacher  who  shall  retire  from  the  service  of  the  city,  as  the  fund 
will  allow,  and  said  board  of  trustees  shall  determine ; but  in  no  case 
shall  a teacher  receive  such  annuity  unless  such  teacher  has  taught  for 
twenty-five  years,  and  for  at  least  fifteen  years  in  the  public  schools  of 
the  city  or  cities  to  which  this  act  applies,  except  as  hereinafter  pro- 
vided. 

“ 7.  All  annuities  granted  by  the  board  of  trustees  under  the  provi- 
sions of  section  six  shall  be  uniform  in  amount  except  as  provided  in 
section  eight  of  this  act. 

“ 8.  No  annuity  shall  be  paid  to  any  teacher  until  such  teacher  shall 
have  contributed  to  the  general  fund  a sum  equal  to  all  the  assessments  for 
twenty-five  years,  to-wit ; five  hundred  dollars.  Should  any  teacher 
retire  under  section  six  and  be  unable  to  pay  the  full  amount  of  assess- 
ments as  above  specified,  the  board  of  trustees  shall  pay  to  such  retiring 
teacher  an  annuity  directly  proportionate  to  the  amount  of  money  paid 
by  such  retiring  teacher  into  the  public  school  teachers’  retirement 
fund. 

“ 9.  Any  teacher  who  shall  have  been  a contributing  member,  who 
shall  retire  from  the  service,  not  being  in  receipt  of  an  annuity,  shall, 
if  an  application  is  made  within  three  months  after  date  of  his  retire- 
ment, receive  one-half  of  the  total  amount  paid  by  him  into  the  retire- 
ment fund. 

“ 10.  All  annuities  granted  under  the  provisions  of  this  act  shall  be 
exempt  from  attachments  and  garnishment  process,  and  no  annuitant 
shall  have  the  right  to  transfer  or  assign  his  or  her  annuity,  either  by 
way  of  mortgage  or  otherwise. 

“ 11.  All  elections  or  appointments  of  teachers  by  the  board  of  school 
directors  shall  be  subject  to  the  provisions  of  this  act,  and  all  such 
elections  and  appointments  shall  be  on  probation ; but  on  a successful 
probation  of  four  years  the  election  or  appointment  shall  become  per- 
manent during  efficiency  and  good  behavior.  No  teacher  who  is  a con- 
tributor of  said  fund,  and  whose  position  has  become  permanent  by 
virtue  of  successful  probation,  shall  be  removed  or  discharged  by  the 
board  of  education  except  for  cause  upon  written  charges.  The  teacher 
shall  receive  a copy  of  such  written  charges  at  least  three  days  before  the 
hearing  thereof. 

“ 12.  This  act  shall  be  binding  on  all  teachers  employed  in  cities  of 
the  first  class  at  the  time  of  its  enactment,  who  shall  thereafter  elect 
to  come  under  its  provisions.  Notice  in  writing  to  the  superintendent 
of  schools  shall  constitute  such  election.  All  teachers  not  employed  in 
cities  of  the  first  class  at  the  time  of  the  enactment  of  this  law,  who  may 
be  elected  or  appointed  subsequent  thereto,  shall  be  bound  by  the  pro- 
visions of  this  act,  when  their  respective  appointments  shall  have  become 
permanent  as  herein  provided. 

“ 13.  The  term  ‘ teacher  ’ in  this  act  shall  include  all  superintendents, 
principals,  and  regular  instructors  employed  in  the  public  schools  of 
cities  of  the  first  class,  provided,  however,  that  the  election  or  appoint- 
ment of  the  superintendent,  the  assistant  superintendents,  and  special 
supervisors  shall  not  be  affected  by  paragraph  eleven  of  this  act.” 

Chap.  453,  June  25,  1907. 


teachers:  professional  training. 


171 


G.  TEACHERS:  PROFESSIONAL  TRAINING  AND  EDUCATION. 


(a)  University  Departments  and  Schools  of  Education. 

For  the  biennium  1904-1906  legislation  indicated  a growing  in- 
terest in  those  institutions  and  activities  established  for  the  higher 
educational  instruction  and  training  of  teachers.  The  record  for 
the  present  biennium  displays  little  of  a positive  or  constructive  char- 
acter. Kentucky  (898)  and  North  Dakota  (898a)  each  organized  the 
department  of  education  of  the  state  university  upon  a collegiate 
basis.  Tennessee  (898b)  passed  a necessary  amendment  to  the  act  of 
1905,  providing  for  the  establishment  of  the  George  Peabody  College 
for  Teachers. 

898.  Kentucky:  See  enactment  No.  1397. 

898a.  North  Dakota:  See  enactment  No.  11^00. 

898b.  Tennessee:  Repealing  chap.  211,  Acts,  1905,  relative  to  establishment  of 
a college  for  the  higher  education  of  teachers  and  enacting  a substitute. 

Appropriating  $250,000  (formerly  $25,000  annually  for  ten  years)  for 
the  establishment,  support,  maintenance,  and  use  of  the  George  Peabody 
College  for  Teachers,  an  institution  for  the  higher  education  of  teachers 
for  the  Southern  States,  the  successor  of  the  Peabody  Normal  College. 
This  appropriation  one  of  the  conditions  of  the  endowment  of  $1,000,000 
to  be  provided  by  the  trustees  of  the  Peabody  Education  Fund. 

Chap.  19,  Jan.  29,  1907. 

(b)  State  Normal  Schools. 

The  legislation  with  reference  to  the  establishment  of  state  normal 
schools  in  the  Southern  States  comprises  the  most  important  part 
of  such  legislation  during  the  two  years  covered.  The  enactments  in 
Alabama  (899-902),  Kentucky  (909),  North  Carolina  (912,  913), 
and  Virginia  (919)  are  the  chief  ones  of  these.  The  establishment 
of  a state  normal  school  in  Arkansas  (903)  marks  a new  epoch  in 
the  educational  history  of  that  State.  The  organization  of  a single 
board  of  regents  for  the  normal  schools  of  Oregon  (917)  and  the 
institution  of  an  investigation  of  the  normal  schools  of  Vermont 
(918)  are  worthy  of  special  note.  Wisconsin  (921)  continued  her 
legislation  of  1905  with  reference  to  the  new  normal  school  at  La 
Crosse  by  making  a large  appropriation  for  the  erection  of  a building. 

899.  Alabama:  Amending  sec.  2 of  an  act  establishing  a state  normal  school 

for  the  education  of  white  female  teachers  and  students  at  Livingston. 
Relating  to  appointments,  composition,  duties,  etc.,  of  board  of 

frn cfppG 

Act  No.  95,  p.  167,  Feb.  23,  1907. 

900.  Alabama:  Amending  sec.  3602,  Code,  1896,  as  amended  by  act  No.  187, 

p.  233,  Laws,  1903,  relative  to  apportionment  of  school  fund. 

Increasing  appropriations  for  designated  normal  schools  from  $10,000 
to  $15,000. 

Act.  No.  120,  p.  187,  Feb.  28,  1907.  (Sec.  1761,  Code,  1907.) 


172  STATE  SCHOOL  SYSTEMS  : LEGISLATION,  ETC.,  1906-8. 


901.  Alabama:  Establishing  a normal  school  for  the  education  of  white  male 

and  female  teachers  at  Daphne. 

Providing  for  appointment  and  constitution  of  board  of  six  trustees, 
and  prescribing  duties.  Prescribing  conditions  of  admission  of  students. 
Making  annual  appropriation  of  $2,500.  Baldwin  County  to  furnish 
building  and  grounds. 

Act  No.  264,  p.  327,  Mar.  4,  1907. 

902.  Alabama:  Establishing  normal  school  for  education  of  white  male  and 

female  teachers  at  Moundville. 

Providing  for  constitution,  powers,  and  duties  of  board  of  trustees; 
admission  of  students;  annual  state  appropriation,  $2,500.  Local  com- 
munity to  provide  building  and  grounds. 

Act  No.  720,  p.  656,  Aug.  13,  1907. 

903*.  Arkansas:  Providing  for  the  establishment  and  maintenance  of  a state 

normal  school. 

Creating  the  Arkansas  State  Normal  School;  providing  for  a state 
normal  school  board;  fixing  the  term  of  office  of  appointed  members; 
making  state  superintendent  of  public  instruction  chairman  of  board ; 
defining  powers  and  duties  of  board;  providing  for  free  scholarships  in 
each  county;  making  tuition  free  to  citizens  of  the  State  only  and  fix- 
ing certain  fees;  authorizing  board  to  issue  diplomas  having  the  value 
of  a professional  license  good  for  six  years;  requiring  board  to  report 
biennially  to  the  legislature ; appropriating  $15,000.  Board  to  receive 
propositions  and  to  decide  upon  location  of  school.  Offers  of  location  to 
include  at  least  twenty  acres  of  land  for  a site  and  $15,000  for  buildings. 

Act  No.  317,  May  14,  1907. 

904.  California:  Authorizing  transfer  of  moneys  from  the  salary  fund  of  the 

state  normal  school  at  San  Francisco  to  the  printing  fund  of  said  school. 

Transferred  funds  to  be  available  during  1907  and  1909  for  the  pur- 
pose of  replacing  such  pamphlets  and  other  materials,  destroyed  by  the 
fire  of  April,  1906,  as  were  prepared  and  used  by  the  faculty  of  said 
school  in  the  training  of  teachers. 

Chap.  366,  Mar.  19,  1907. 

905.  Connecticut:  Providing  for  the  erection  of  a building  for  the  state  normal 

school  at  Willimantic  and  making  an  appropriation  therefor. 

Building  for  model  and  practice  school ; cost,  $50,000.  Town  of  Wind- 
ham to  provide  site  and  one-third  of  cost. 

Special  acts  No.  500,  Aug.  1,  1907. 

D 906.  Florida  (1905)  : Laws,  1905,  chap.  5384,  in  expressly  providing  for  a 
colored  normal  school  and  also  for  a normal  department  to  the  Uni- 
versity of  the  State  of  Florida,  and  conferring  on  the  state  board  of 
education  and  state  board  of  control,  acting  jointly,  authority  to  estab- 
lish and  maintain  a normal  department  for  the  instruction  of  white 
female  teachers  in  the  Florida  Female  College  at  any  time  it  may  be 
deemed  necessary,  sufficiently  complies  with  Const.,  art.  12,  sec.  14, 
relating  to  such  normal  schools. — State  v.  Bryan,  39  So.,  929. 

907.  Georgia:  See  enactment  No.  1396. 

908.  Illinois:  See  enactment  No.  115 7. 

909*.  Kentucky:  Repealing,  and  reenacting  with  amendments,  secs.  1,  14,  20, 
and  26,  chap.  102,  Laws,  1906,  relative  to  the  establishment  of  a system 
of  state  normal  schools,  etc.,  and  adding  two  new  sections. 

Fixing  the  boundaries  of  the  eastern  and  western  normal  school  dis- 
tricts. Defining  grades  of  teachers’  certificates  to  be  granted.  Requir- 
ing the  president  of  each  normal  school  to  make  annual  report  (formerly 
the  president  of  the  board  of  regents).  Making  county,  instead  of  legis- 
lative district,  the  unit  of  choosing  pupils  for  gratuitous  instruction, 
and  modifying  the  conditions  of  such. 


teachers:  professional  training. 


173 


Granting  to  boards  of  normal  schools  power  to  lease  and  purchase 
real  estate  or  acquire  the  same  by  condemnation.  Authorizing  the  exam- 
ination of  normal-school  students  for  teachers’  certificates  in  counties 
in  which  normal  school  is  located,  and  providing  for  the  transmission  of 
examination  papers  and  the  granting  of  certificates  in  another  county. 

Chap.  62,  Mar.  24,  1908. 

909a.  Maryland:  Adding  sees.  189  and  190  to  art.  77,  Public  General  Laws, 
1904,  relative  to  a normal  school  for  colored  teachers. 

Accepting  for  the  state  buildings,  equipment,  etc.,  of  the  Baltimore 
normal  school.  Appropriating  annually  $5,000  for  support. 

Chap.  599,  p.  230,  Apr.  8,  1908. 

910.  Massachusetts:  Providing  for  agricultural  education  in  the  state  normal 

school  at  North  Adams. 

Conditioned  upon  contribution  of  suitable  land  by  city  for  free  use 
for  ten  years.  Appropriating  $2,500. 

Chap.  257,  Mar.  23,  1908. 

911.  Nebraska:  Repealing,  and  reenacting  with  amendments,  sec.  11186,  Cob- 

bey’s  Annotated  Statutes,  1903,  relative  to  admission  of  pupils  to  state 
normal  schools. 

Pupils  must  possess  at  least  a two  years’  high-school  education  or  its 
equivalent.  Exceptions  as  to  junior  normals  and  Hhe  summer  sessions 
of  the  normal  schools. 

Chap.  127,  Apr.  5,  1907. 

912.  North  Carolina:  See  enactment  No.  lJf8. 

913.  North  Carolina:  Amending  secs.  4182  and  4186,  Revisal,  1905,  relative 

to  state  normal  schools  for  the  colored  race. 

Increasing  number  of  directors  from  five  to  six,  and  prescribing  terms 
of  office,  conditions  of  vacancy,  and  organization.  Providing  for  super- 
intendent of  colored  normal  schools,  fixing  his  salary  and  defining  his 
duties.  Making  special  annual  appropriation  of  $10,000  for  buildings, 
equipment,  and  repairs. 


Chap.  856,  Mar.  9,  1907. 

914.  North  Dakota:  Amending  sec.  1082,  Revised  Codes,  1905,  relative  to  the 

objects  of  normal  schools. 

Course  of  study  shall  not  extend  more  than  two  years  beyond  the 
course  of  study  prescribed  in  a high  school  of  the  first  class. 

Chap.  100  (in  part),  Mar.  19,  1907. 

915.  North  Dakota:  Amending  sec.  1172,  Revised  Codes,  1905,  relative  to  the 

industrial  school  and  school  for  manual  training. 

Name  of  school  changed  to  State  Normal  and  Industrial  School.  Ob- 
ject extended  so  as  to  include  preparation  of  teachers  with  special 
reference  to  manual  training. 

Chap.  241,  Mar.  23,  1907. 

916.  North  Dakota:  Referring  to  next  legislature  amendment  to  sec.  216, 

Const.,  1889. 

Normal  school  established  at  Minot. 

P.  453,  Mar.  11,  1907. 

917.  Oregon:  Repealing  secs.  3471  to  3489,  secs.  3491  to  3500,  secs.  3500  to  3507, 

relative  to  state  normal  schools,  and  enacting  substitutes. 

Abolishing  the  several  existing  normal-school  boards  and  creating  a 
board  of  regents  of  normal  schools ; defining  powers  and  duties  of  boards. 
Prescribing  uniform  course  of  study  for  normal  schools.  Creating  board 
of  visitors  for  each  normal  school.  Authorizing  establishment  of  model 
schools. 


Chap.  189,  Feb.  25,  1907. 


174  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


918.  Vermont:  Relating  to  investigation  of  normal  schools. 

“ That  a commission  consisting  of  five  members,  to  be  appointed  by 
the  governor,  is  hereby  created  and  empowered  to  consider  the  present 
status  and  equipment  of  the  normal  schools  of  the  State,  to  compare  the 
same  with  the  normal  school  facilities  of  other  States,  and  to  report 
to  the  general  assembly  at  the  biennial  session  of  1908  their  findings  and 
recommendations  by  bill  or  otherwise.  Said  commission  is  empowered 
to  call  for  and  examine  persons,  books  and  papers,  in  relation  to  the 
normal  schools. 

“ Said  commission  shall  serve  without  pay  but  the  auditor  of  accounts 
shall  draw  orders  on  the  state  treasurer  for  the  necessary  expenses  of 
the  members  of  said  commission  in  pursuance  of  the  purposes  of  this 
resolution.” 

Jt.  Res.  No.  500,  Dec.  14,  1906. 

919.  Virginia:  Relating  to  the  establishment  of  state  normal  and  industrial 

schools  for  women  at  Harrisonburg  and  Fredericksburg. 

Appropriating  $75,000,  and  providing  for  supervision,  management, 
and  government  by  boards  of  trustees.  Prescribing  powers  and  duties, 
conditions  of  admission  of  pupils,  etc. 

Chap.  284  (Gen.  Approp.),  p.  428,  Mar.  14,  1908. 

920.  Washington:  Relating  to  the  model  training  school  departments  of  normal 

schools,  authorized  by  sec.  2550,  Annotated  Codes  and  Statutes,  1897. 

Providing  for  the  attendance  of  pupils  upon  such  schools,  for  reports 
of  attendance,  and  for  apportionment  of  state  school  funds. 

Chap.  97,  Mar.  11,  1907. 

921.  Wisconsin:  Appropriating  a certain  sum  of  money  to  the  normal  school 

fund  income  to  build  a normal  school  at  La  Crosse. 

Regents  to  erect  a normal  school  at  La  Crosse ; appropriation,  $210,000 ; 
plan  and  contract  subject  to  approval  by  the  governor. 

Chap.  299,  June  21,  1907. 


(c)  County  and  Local  Normal  and  Training  Schools. 

In  all  grades  of  public  schools  the  greatest  demand  of  the  present 
is  for  more  and  better  trained  teachers.  The  demand  for  qualified 
teachers  in  villages  and  cities  has  in  the  great  majority  of  States 
greatly  exceeded  the  supply  of  graduates  from  the  state  normal  schools 
and  other  schools  for  the  professional  training  of  teachers.  But  no- 
where is  the  need  more  pressing  than  in  the  case  of  the  schools  of  rural 
districts.  Even  without  this  excess  of  demand,  the  difficulty  of 
making  the  teachers’  position  in  the  rural  school,  under  the  existing 
conditions  of  meager  compensation  and  social  isolation,  desirable 
to  those  completing  the  longer  and  more  complete  training  courses 
of  the  state  normal  schools,  has  long  been  recognized.  Certain  States 
have  attempted  to  meet  directly  the  need  for  better  rural  school- 
teachers through  the  establishment  of  “ county  normal  schools  ” or 
“ county  normal-school  training  classes,”  where  the  students,  who 
otherwise  would  go  directly  into  the  work  of  teaching,  are  given 
one  year,  more  or  less,  of  special  training  calculated  to  fit  them  for 
more  effective  service  in  the  rural  schools.  Wisconsin  has  been  one 
of  the  leaders  in  this  movement,  and  the  success  of  the  plan  in  that 


teachers:  professional  training. 


175 


State  is  borne  out  by  the  recent  enactment  (927)  increasing  the  num- 
ber of  these  schools  from  twelve  to  twenty.  Nebraska  (922b)  has  a 
somewhat  different  plan  for  supplying  a minimum  amount  of  pro- 
fessional training.  The  amended  measure  in  that  State  is  testi- 
mony of  the  effectiveness  of  the  so-called  “ junior  normal  schools.” 
The  several  acts  relative  to  professional  training  of  teachers  in 
high  schools — Nebraska  (923),  Vermont  (925),  and  Virginia  (926)  — 
are  clearly  indicative  of  the  character  of  the  demands  in  those  States 
for  more  skillful  teachers,  especially  for  the  rural  schools. 

The  Indiana  measure  (922)  is  easily  the  most  important  one  of 
this  group.  Its  presentation  in  full  seems  to  be  warranted. 

922*.  Indiana:  Concerning  normal  schools  and  the  training  and  licensing  of 
teachers. 

“ Section  1.  Be  it  enacted  * * *,  That  the  state  board  of  educa- 

tion, in  addition  to  its  present  powers  and  duties,  shall  be  and  is  hereby 
constituted  a state  teachers’  training  board,  and,  as  such,  is  authorized 
and  directed  to  arrange  for  a regular  system  of  normal  school  instruction 
throughout  the  state;  to  designate  what  schools  and  what  professional 
departments  in  schools  shall  be  accredited  in  the  state  system  of  normal 
school  instruction ; to  fix  conditions  upon  compliance  with  which  present 
and  future  schools  and  departments  may  become  accredited  as  a part  of 
such  system ; to  establish,  inspect,  pass  upon  and  approve,  reject,  alter, 
amend,  or  enlarge  courses  of  study  and  teaching  in  the  several  accredited 
normal  schools  and  the  accredited  professional  departments  in  schools 
of  the  state ; and  to  determine  upon  credits  to  be  allowed  for  the  work  of 
accredited  schools  and  departments,  and  equivalents,  if  any,  to  be  ac- 
cepted for  such  work  or  any  part  thereof.  Said  board  shall  make  no 
rule,  regulation  or  requirement  applying  to  any  accredited  school  or 
department  which  shall  not  under  like  circumstances  apply  to  each  and 
every  accredited  school  and  department  in  the  state,  nor  shall  any 
requirement  be  in  excess  of  the  requirements  of  the  Indiana  state  normal 
school ; it  being  the  purpose  and  intent  of  this  act  that  all  schools  and 
departments  for  normal  instruction  and  the  training  of  teachers  shall 
maintain  as  nearly  as  possible  like  standards  of  excellence  and  efficiency. 

“ Sec.  2.  The  state  teachers’  training  board  shall  have  power  and 
authority  to  prescribe  courses  of  study  upon  completion  of  which  graded 
certificates  of  work  done  may  be  granted  by  any  such  accredited  school, 
which  certificate  shall  be  recognized  by  the  Indiana  state  normal  school 
so  far  as  such  certificates  meet  the  requirements  of  said  school’s  course. 

“ Sec.  3.  In  order  to  encourage  trained  teachers  to  teach  in  the  district 
schools  and  in  the  grades  in  the  small  towns  of  the  state,  each  accredited 
school  and  the  state  normal  school  may,  subject  to  the  rules  and  regula- 
tions of  the  state  teachers’  training  board,  establish  a two-year  course 
open  to  high  school  graduates,  the  completion  of  which  will  be  accepted 
in  lieu  of  a license  and  will  entitle  one  to  teach  in  the  district  schools  and 
the  grades  in  the  small  towns  for  three  years  without  examination. 

“ Sec.  4.  After  two  years  from  graduation,  upon  satisfactory  evidence 
of  professional  experience  and  ability  to  instruct  and  manage  a school, 
under  rules  and  regulations  therefor  to  be  established  by  said  state 
teachers’  training  board,  graduates  of  any  accredited  school  or  depart- 
ment shall  be  entitled  to  diplomas  to  be  issued  by  said  accredited  school, 
stating  the  character  and  amount  of  work  completed. 

“ Sec.  5.  Said  state  teachers’  training  board  shall  grant  to  each  school 
and  department  accepting  the  provisions  of  this  act  and  agreeing  to  be 
bound  by  the  rules  and  regulations  of  said  board  the  right  to  use  the 
word  ‘ accredited  ’ as  a part  of  the  title  or  name  of  such  school  or 
department,  which  right  shall  be  revoked  by  said  board  at  any  time  upon 
the  refusal  of  any  such  school  or  department  to  abide  by  any  rule  or 
regulation  of  said  board. 


176  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


“ Sec.  6.  It  shall  be  unlawful  for  any  school  or  department  for  normal 
instruction  and  the  training  of  teachers  which  has  not  accepted  the  pro- 
visions of  this  act  or  whose  authority  under  this  act  has  been  revoked  to 
use  the  word  ‘ accredited  ’ as  a part  of  its  name  or  title  or  to  state  that 
such  school  or  department  has  been  accredited.  If  any  officer,  employee, 
agent,  owner,  or  part  owner,  or  instructor  or  teacher  in  any  school  or 
department  for  normal  instruction  and  the  training  of  teachers  which  has 
not  been  accredited  as  provided  herein  or  whose  authority  hereunder  has 
been  revoked  as  herein  provided,  shall  use  the  word  ‘ accredited  ’ as  a 
part  of  the  name  or  title  of  such  school  or  department,  or  shall  publish, 
advertise,  announce  or  say  that  such  school  or  department  is  accredited, 
upon  conviction  of  the  same,  he  shall  be  fined  in  any  sum  of  not  more 
than  five  hundred  dollars.” 

Chap.  239,  Mar.  11,  1907. 

922a.  Maine:  Making  special  appropriation  to  Lee  Normal  Academy. 

Appropriating  $1,000  for  each  of  the  years  1907  and  1908  for  the  pay- 
ment of  instruction,  provided  that  special  and  systematic  instruction  in 
the  science  and  art  of  teaching  is  given.  State  superintendent  of  public 
schools  to  be  ex-officio  a member  of  board  of  directors.  Additional  ap- 
propriation for  repairs. 

Resolves,  chap.  56,  Feb.  26,  1907. 

922b*.  Nebraska:  Repealing,  and  reenacting  with  amendments,  secs.  20,  21, 
22,  23,  and  24,  subdiv.  13,  chap.  79,  Compiled  Statutes  1905  (secs.  11193 
to  11196,  Cobbey’s  Annotated  Statutes,  1903),  relative  to  junior  normal 
schools. 

Increasing  minimum  number  to  be  established  from  three  schools  to 
five,  and  maximum  number  from  five  schools  to  eight.  Fixing  annual 
term  at  not  less  than  six  nor  more  than  eight  weeks  (formerly,  not  less 
than  ten  weeks).  Providing  for  relocation  of  institutes  in  cases  of 
emergency.  Providing  for  use  of  three-fourths  of  institute  fund  of  county 
in  which  junior  normal  school  is  established,  and  for  the  designation  of 
one  week  of  the  junior  normal  school  as  institute  week.  Providing  for 
courses  of  study,  and  authorizing  elementary  state  certificate  to  those 
completing  prescribed  elementary  course  of  study  of  the  state  normal 
school  in  the  junior  normal  school. 

Chap.  128,  Mar.  27,  1907. 

923*.  Nebraska:  Providing  for  normal  training  in  high  schools. 

Authorizing  state  superintendent  to  designate  the  schools  in  which 
such  training  shall  be  given,  to  prescribe  the  conditions  of  admission  to 
normal  training  classes,  the  course  of  instruction,  and  the  rules  and  reg- 
ulations under  which  such  instruction  shall  be  given. 

“ In  approving  a high  school  for  normal  training  as  contemplated  in 
this  act,  the  state  superintendent  shall  be  governed  by  the  following 
general  requirements : 

“ 1.  A high  school  in  order  to  be  approved  for  normal  training  must 
be  a school  accredited  to  the  University  of  Nebraska. 

“2.  At  least  two  teachers  exclusive  of  the  city  superintendent  shall 
give  their  entire  time  to  instruction  in  high  school  branches. 

“3.  Normal  training  as  provided  in  this  act  shall  be  given  in  the 
eleventh  and  twelfth  grades.  Credit  for  such  training  shall  be  given 
upon  the  completion  of  the  prescribed  course  in  normal  training  and  the 
regular  high  school  course  of  study. 

“ 4.  The  course  in  normal  training  shall  be  elective,  and  shall  consist 
of  the  three  following  lines  of  study : 

“(a)  A review  for  at  least  nine  weeks  in  each  of  the  following  sub- 
jects— reading,  grammar,  arithmetic,  and  geography — to  be  given  not 
earlier  than  the  tenth  grade.  This  work  shall  include  subject  matter, 
underlying  principles  and  methods  of  teaching,  and  should  enable  the 
student  to  approach  the  subject  from  the  standpoint  of  the  teacher  as 
well  as  that  of  student.  It  shall  be  given  by  well-trained,  experienced 
teachers. 


teachers:  professional  training. 


177 


“(ft)  A study  of  American  history  for  at  least  one  semester  in  the 
eleventh  or  twelfth  grade. 

“(c)  At  least  seventy-two  periods  of  professional  training  to  include 
a study  of  methods,  school  management,  observation  work,  etc.,  etc.,  to 
be  given  in  the  senior  year  by  the  city  superintendent  of  schools  or  by  a 
member  of  the  high  school  faculty  recommended  by  him  and  approved 
by  the  state  superintendent  of  public  instruction. 

“5.  Schools  offering  this  course  shall  have  a reference  library  of  at 
least  three  volumes  on  each  of  the  following  fields  of  professional  study — 
history  of  education,  principles  of  education,  methods,  and  special  train- 
ing in  industrial  education,  including  agriculture. 

“ 6.  In  case  elementary  agriculture  is  not  in  the  regular  course  of 
study  it  shall  be  required  in  the  course  in  normal  training. 

“ 7.  Every  high  school  approved  for  normal  training  shall  instruct  a 
class  of  not  less  than  ten,  and  every  scholar  admitted  to  such  class  shall 
continue  under  instruction  not  less  than  eighteen  weeks  in  order  to  be 
counted  in  such  class.” 

Appropriating  $50,000  for  the  biennium  ending  March  31,  1909;  pro- 
viding biennial  state  aid  of  $700  to  each  district  organizing  and  conduct- 
ing a class  of  not  less  than  ten. 

Chap.  129,  Apr.  10,  1907. 

D 924.  North  Carolina  (1908)  : The  issuance  of  county  bonds  to  aid  in  the 
establishment  of  a training  school  for  teachers  in  accordance  with  the 
provisions  of  chap.  820,  p.  1165,  Acts,  1907,  and  carried  out  by  Acts, 
1907,  p.  733,  chap.  493,  is  for  a “ public  purpose,”  and  not  violative  of  the 
constitution,  as  not  within  the  scope  and  purpose  of  a municipal  cor- 
poration.— Cox  v.  Commissioners  of  Pitt  County,  60  S.  E.,  516. 

925.  Vermont:  Repealing  sec.  643  (relative  +o  training  departments  for  teach- 

ers in  incorporated  graded  schools)  and  sec.  656  (defining  graded  school). 
Statutes,  1894. 

See  act  No.  60,  Dec.  18,  1906 — enactment  act  No.  357. 

Act  No.  46,  Dec.  19,  1900. 

926.  Virginia:  Providing  for  normal  instruction  in  certain  public  high  schools 

to  be  designated  by  the  state  board  of  education,  and  appropriating 
money  therefor. 

Appropriating  annually  $15,000  for  the  payment  of  teachers  in  normal 
departments  of  approved  high  schools.  Maximum  annual  amount  to  any 
one  school  $1,500;  state  board  of  education  to  designate  schools,  and 
prescribe  normal  course  of  study,  qualifications  of  normal  teachers,  etc. 
Chief  object  of  work  to  instruct  teachers  in  the  best,  methods  of  organi- 
zation, teaching,  and  management  of  primary  schools  in  rural  districts. 

Chap.  67,  Feb.  25,  1908.  (July  31,  1908.) 

927.  Wisconsin:  Amending  chap.  373,  Laws,  1901,  as  amended  by  sec.  4,  chap. 

338,  Laws,  1903;  amending  chap.  373,  Laws,  1901,  as  amended  by  sec. 
5,  chap.  338,  Laws,  i.903,  as  amended  by  sec.  5,  chap.  509,  Laws,  1905, 
and  adding  sec.  6,  relative  to  the  number  of  county  training  schools  for 
teachers  that  may  be  organized,  and  the  duties  of  the  state  superin- 
tendent in  relation  to  such  schools. 

Taking  from  state  superintendent  power  to  determine  qualifications 
of  all  teachers  employed  in  such  schools. 

Increasing  maximum  number  of  schools  that  may  be  established  from 
twelve  to  twenty. 

Prohibiting  any  member  of  county  training  school  board  from  teaching 
in  any  such  school  during  term  of  office;  and  requiring  every  teacher  to 
be  legally  qualified  for  position  of  principal  of  a free  high  school  having 
a four-year  course  of  study. 

Chap.  601,  July  12,  1907. 

63470—09 12 


178  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


(d)  Teachers’  Institutes  and  Summer  Schools. 

The  number  and  character  of  the  enactments  on  this  subject  clearly 
show  that  the  teachers’  institute  and  the  summer  school  are  to  be 
developed  in  a larger  way  by  no  small  number  of  States.  The  en- 
actments in  Florida  (931),  (932),  relative  to  teachers’  summer  train- 
ing schools,  in  Idaho  (933)  providing  for  summer  normal  schools, 
in  Indiana  (935)  providing  for  annual  teachers’  institutes  in  each 
county,  in  Minnesota  (936)  providing  for  summer  sessions  at  the 
state  normal  school,  in  New  Jersey  (939)  establishing  summer  courses 
in  elementary  agriculture,  manual  training,  and  home  economics  for 
teachers,  and  in  Utah  (944)  providing  for  the  better  organization 
and  control  of  teachers’  institutes,  seem  to  offer  abundant  evidence 
of  the  trend  of  educational  practice  in  this  one  particular. 

928.  Arizona:  Amending  subdiv.  3,  sec.  17,  act  No.  89,  Acts,  1903,  relative  to 
duties  of  state  superintendent  of  public  instruction. 

Adding  provision  that  5 per  cent  of  the  apportionment  of  the  terri- 
torial school  fund  to  the  several  counties  shall  be  placed  to  the  credit 
of  the  institute  fund  by  the  county  treasurer. 

Sec.  13,  chap.  67,  Mar.  21,  1907.  (July  1,  1907.) 

929  Arizona:  Amending  pars.  2158-2163  (secs.  29-34,  chap.  5,  tit.  19),  Revised 
Statutes,  1901,  relative  to  teachers’  institutes. 

Minor  amendments  regarding  institute  funds,  payment  of  institute  ex- 
penses, record  of  attendance,  etc. 

Annual  institutes  must  be  held  in  all  counties  having  twenty  or  more 
(formerly  ten)  school  districts. 

Sec.  16,  chap.  67,  Mar.  21,  1907.  (July  1,  1907.) 

930.  Arkansas:  Amending  act  No.  311,  Acts,  1905,  relative  to  the  improvement 

of  the  character  of  teaching. 

Providing  for  appointment,  by  county  examiner,  of  conductor  for  an- 
nual institute  for  negro  teachers.  Providing  that  all  the  time  of  the 
institutes  be  devoted  to  work  in  the  common  branches;  for  reports  from 
teachers  in  accordance  with  requirement  of  state  superintendent  of  public 
instruction ; for  indorsement  of  certificates.  Requiring  attendance  for 
full  time  of  Institute.  Special  provisions  for  teachers  attending  Peabody 
institutes  or  other  institutes  or  summer  normal  schools. 

Act  No.  367,  May  23,  1907. 

931.  Florida:  Requiring  teachers’  summer  training  schools  and  making  appro- 

priations therefor. 

Appropriating  $4,000  annually  for  1907  and  1908  for  the  purpose  of 
maintaining  such  schools,  provided  impartially  for  teachers  of  both  races: 
at  the  University  of  Florida  and  the  Florida  Female  College  for  white 
teachers,  and  at  the  Colored  Normal  School  for  colored  teachers;  by 
such  instructors  as  the  state  superintendent  of  public  instruction  may 
appoint  and  at  such  time  as  he  may  designate. 

Chap.  5652  (No.  57),  May  7,  1907. 

932.  Florida:  Making  an  appropriation  to  secure  a better  attendance  upon 

teachers’  summer  training  schools. 

Appropriating  $2,500  annually  for  years  1907  and  1908  to  pay  the 
traveling  expenses,  one  way,  to  the  nearest  teachers’  summer  training 
school,  of  teachers  or  prospective  teachers,  living  in  the  State  but  out- 
side the  county  in  which  the  school  is  held.  Requiring  such  teachers  to 
make  affidavit  in  writing  to  state  superintendent  that  they  intend  to 
teach  in  Florida  at  least  one  year. 

Chap.  5655  (No.  60),  May  25,  1907. 


teachers:  professional  training. 


179 


933*.  Idaho:  Providing  for  summer  normal  schools,  creating  a commission  for 
the  management  thereof,  and  making  appropriation  therefor. 

Providing  for  three  summer  normal  schools  under  the  control  of  a 
commission  consisting  of  the  state  board  of  education  and  the  principals 
of  the  Lewiston  and  Albion  state  normal  schools.  Prescribing  powers 
and  duties  of  commission,  location  of  schools  (three),  terms  and  fees  of 
admission,  length  of  session,  etc. ; appropriating  $6,000  for  the  biennium 
1907  and  1908. 

H.  B.  No.  55,  p.  225,  Mar.  12,  1907. 


934.  Indiana:  See  enactment  No.  814. 

935.  Indiana:  Providing  for  annual  teachers’  institutes  in  each  county. 

Chap.  51,  Feb.  25,  1907. 

936*.  Minnesota:  providing  for  summer  sessions  at  each  of  the  state  normal 
schools. 

Sessions  to  be  for  twelve  weeks.  Arrangements  to  be  such  as  to  con- 
serve most  fully  the  Welfare  of  rural  schools.  Appropriating  $30,000 
annually  for  the  biennium  1907-1909.  Appropriations  under  section  1435, 
Revised  Laws,  1905,  not  to  be  used. 

Chap.  164,  Apr.  12,  1907. 


937.  Montana:  Amending  secs.  1900,  Political  Code,  1895,  art.  12,  chap  6,  tit.  3, 

part  3,  Political  Code,  1895,  Ann.  Sec.  1904,  Political  Code,  1895,  as 
amended  by  S.  B.  No.  44,  page  129,  Laws,  1897,  relative  to  county  teachers’ 
institutes. 

Providing  for  joint  institutes.  Increasing  appropriations  for  institutes 
by  county  commissioners. 

Chap.  148.  Mar.  7,  1907. 

938.  Nebraska:  Repealing,  and  reenacting  with  amendments,  sec.  11149,  Cob- 

bey’s  Annotated  Statutes,  1903,  relative  to  teachers’  institutes. 

Annual  institutes  to  be  held  during  the  months  of  June,  July,  and 
August. 

Chap.  124,  Mar.  11,  1907. 

939.  New  Jersey:  Establishing  summer  course  in  elementary  agriculture, 

manual  training,  and  home  economics. 

State  board  of  education  to  prescribe  rules  and  regulations,  and  desig- 
nate places.  Providing  for  certificates  to  teachers  upon  completion  of 
courses.  Appropriating  conditionally,  annually,  $2,000. 

* Chap.  55,  Apr.  1,  1908. 


940.  North  Dakota:  Amending  in  a minor  manner  sec.  892,  relative  to  institute 
funds. 


Sec.  8,  chap.  95,  Mar.  19,  1907. 


941.  Ohio:  See  enactment  No.  866. 

942*.  Oklahoma:  Repealing  art.  9,  chap.  73,  Statutes,  1893,  and  art.  10,  chap. 
33,  Laws,  1905,  relative  to  county  institutes,  and  enacting  a substitute, 
incorporating  sundry  amendments. 

Prescribing  general  character  of  course  of  study  of  institutes.  Provid- 
ing for  the  renewal  of  teachers’  certificates  under  certain  conditions  of 
attendance  upon  institutes.  Providing  for  separate  institutes  for  negro 
teachers.  Prescribing  duties  of  conductors  and  county  superintendents. 

Chap.  77,  H.  B.  103,  p.  675,  May  12,  1908. 

943.  Pennsylvania:  Amending  act  No.  164,  Laws,  1905,  regulating  the  time  of 
holding  city  teachers’  institutes. 

Extending  provision  of  act  so  as  to  include  boroughs.  Limiting  time 
for  holding  such  institutes  to  school  year. 


Act  No.  40,  Apr.  4,  1907. 


180 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


944.  Utah:  Amending  sec.  1793,  Revised  Statutes,  1898,  relative  to  annual 

teachers'  institutes. 

Creating  a governing  board  for  the  holding  of  county  teachers’  insti- 
tutes, composed  of  the  state  superintendent  of  public  instruction,  the 
principal  of  the  state  normal  school,  and  the  county  superintendent.  Pro- 
viding for  instruction  and  instructors*;  also  for  union  institutes. 

Chap.  121,  Mar.  23,  1907. 

945.  Vermont:  Amending  sec.  602,  chap.  32,  Public  Statutes,  1894,  as  amended 

by  sec.  2,  act  No.  29,  Acts,  1902,  relative  to  educational  meetings. 

Removing  provision  that  such  meetings  may  be  held  only  when  no  in- 
stitute or  summer  school  is  held.  Daily  and  annual  expense  not  to  ex- 
ceed allowance  for  summer  school. 

Sec.  1,  act  No.  44,  Nov.  8,  1906. 

946.  Washington:  Amending  sec.  100,  chap.  118,  Laws,  1897  (Code  of  Public 

Instruction),  relative  to  county  institutes. 

Authorizing  city  superintendents  in  districts  employing  more  than  100 
teachers  to  hold  institutes. 

Sec.  4,  chap.  163,  Mar.  13,  1907. 


H.  SCHOOL  POPULATION  AND  ATTENDANCE. 


(a)  General. 

947.  Ohio:  Repealing,  and  reenacting  with  amendments,  sec.  4002-9,  Revised 

Statutes  (1905),  relative  to  relief  to  enable  children  to  attend  school. 

Relief  cases  to  be  cared  for  by  board  of  education,  instead  of  authori- 
ties charged  with  care  of  the  poor. 

H.  B.  1172,  p.  477,  May  9,  1908. 

948.  Pennsylvania:  Regulating  the  entrance  of  beginners  into  the  public 

schools. 

Authorizing  school  boards  to  confine  the  admission  of  beginners  into 
the  public  schools  to  certain  periods,  at  least  two  of  not  less  than  one 
week  each,  during  the  school  year.  Defining  term  “beginner.” 

Act  No.  246,  May  31,  1907. 


(b)  School  Census. 

Two  factors — the  apportionment  of  school  funds  on  the  census  basis 
and  the  enforcement  of  compulsory  education  laws — continue  to  con- 
tribute to  the  increasing  importance  of  an  accurate  and  complete 
school  census  as  a basis  for  many  features  of  effective  educational 
administration.  Of  the  enactments  here  grouped  together,  that  of 
New  York  (959),  establishing  a permanent  census  board  in  the  city 
of  New  York,  will  perhaps  be  of  the  widest  interest.  To  the  stu- 
dents of  the  compulsory  education  problem  in  cities  the  plan  pro- 
posed by  this  measure  seems  to  afford  an  effective  means  for  the 
enforcement  of  the  coiYipulsory  education  law.  The  enactments  in 
Alabama  (949),  in  Connecticut  (951),  in  Louisiana  (953),  in  Mon- 
tana (957),  in  North  Dakota  (961),  in  Ohio  (962),  and  in  Washing- 


SCHOOL  POPULATION  AND  ATTENDANCE. 


181 


ion  (905)  are  representative  of  the  persistence  of  the  effort  to  make 
the  school  census  serve  a real  purpose. 


949.  Alabama:  Providing  for  school  census. 

Providing  for  school  census  by  local  authorities  during  July,  1908,  and 
biennially  thereafter;  for  reports,  for  compensation  of  enumerators,  and 
for  penalties  for  false  enumeration. 

Act  No.  771,  p.  754,  Aug.  14,  1907.  (Secs.  1717,  1718,  Code,  1907.) 

950.  California:  Adding  sec.  1641  to  Political  Code,  1906,  defining  ‘“census 

children.” 

Children  between  the  ages  of  5 and  17  years,  including  children  of  In- 
dian parents  who  pay  taxes  and  who  are  not  living  in  tribal  relations, 
declared  to  be  census  children  for  all  school  purposes. 

Chap.  85,  Mar.  5,  1907. 

951.  Connecticut:  Amending  secs.  2252,  2255,  and  2167,  General  Statutes,  1902, 

concerning  the  enumeration  of  children. 

Requiring  enumeration  in  districts  and  towns  to  include  number  of 
children  not  in  school,  together  with  reasons  for  nonattendance,  and 
number  employed,  together  with  name  of  employer. 

Chap.  31,  Apr.  11,  1907. 

952.  Idaho:  See  enactment  No.  153\ \. 

953.  Louisiana:  Amending  and  reenacting  sec.  2,  act  No.  129,  Acts,  1898,  pro- 

viding for  the  enumeration  of  the  educable  children  in  the  parish  of 
Orleans. 

Enumeration  to  include  deaf,  dumb,  and  blind  children. 

Act  No.  48,  .Tune  20,  190S. 

954.  Michigan:  See  enactment  No.  1552. 

955.  Mississippi:  Amending  sec.  4579,  Code,  1906,  relative  to  the  enumeration 

of  educable  children. 

Changing  time  of  taking  census  from  “ during  1902  and  every  four 
years  thereafter,”  to  “ during  1908  and  every  four  years  thereafter.” 

Chap.  202,  Feb.  14,  1908. 

956.  Montana:  Amending  art.  2,  chap.  6,  part  3,  tit.  3,  Political  Code,  1895, 

relative  to  the  duties  of  the  county  superintendent  of  schools,  by  adding 
sec.  1745,  regarding  school  census. 

Requiring  county  superintendent  to  prepare  and  transmit  copy  of 
school  census  of  children  under  17  years  of  age  to  the  commissioner  of 
the  bureau  of  agriculture,  labor,  and  industry.  Providing  penalties. 

Chap.  17,  Feb.  18,  1907. 

957.  Montana:  Amending  par.  3,  sec.  1830,  chap.  6,  art.  6,  part  3,  tit.  3,  Political 

Code,  1895,  as  amended  by  H.  B.  No.  177,  p.  121,  Laws,  1901,  relative  to 
the  taking  of  the  school  census. 

Prescribing  that  census  shall  include  age  and  date  of  birth  of  child. 

Chap.  97,  Mar.  5,  1907. 


958.  New  Jersey:  Authorizing 
every  five  years. 


school  district  boards  to  take  school  census 
Chap.  118,  May  7,  1907. 


959*.  New  York:  Relative  to  a school  census.  Repealing  chap.  550,  Laws, 
1895. 

“ Section  1 A permanent  census  board  is  hereby  established  in  each 
city  of  the  first  class.  Such  board  shall  consist  of  the  mayor,  the  super- 
intendent of  schools,  the  police  commissioner  or  officer  performing  duties 
similar  to  those  of  a police  commissioner.  Such  board  shall  have  power 
to  make  such  rules  and  regulations  as  may  be  necessary  to  carry  out  the 


182  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


provisions  of  this  act.  Such  board  shall  have  power  to  appoint  a secre- 
tary and  such  clerks  and  other  employees  as  may  be  necessary  to  carry 
out  the  provisions  of  this  act  and  to  fix  the  salaries  of  the  same.  Such 
board  shall  ascertain  through  the  police  force,  the  residences  and  employ- 
ments of  all  persons  between  the  ages  of  4 and  18  years  residing  within 
such  cities  and  shall  report  thereon  from  time  to  time  to  the  school 
authorities  of  such  cities.  Under  the  regulations  of  such  board  during  the 
month  of  October,  1909,  it  shall  be  the  duty  of  the  police  commissioners 
in  the  cities  of  the  first  class  to  cause  a census  of  the  children  of  their 
respective  cities  to  be  taken.  Thereafter  such  census  shall  be  amended 
from  day  to  day  by  the  police,  precinct  by  precinct,  as  changes  of  resi- 
dence occur  among  the  children  of  such  cities  within  the  ages  prescribed 
in  this  act  and  as  other  persons  come  within  the  ages  prescribed  herein 
and  as  other  persons  within  such  ages  shall  become  residents  of  such 
cities,  so  that  said  board  shall  always  have  on  file  a complete  census  of 
the  names  and  residences  of  the  children  between  such  ages  and  of  the 
persons  in  parental  relation  thereto.  If  in  the  taking  of  the  first  census 
in  any  city  of  the  first  class  during  the  month  of  October,  1909,  additional 
policemen  shall  be  required,  such  additional  policemen  shall  be  appointed 
by  the  police  commissioner  of  said  city  from  the  civil  service  lists  of  per- 
sons eligible  for  appointment  as  such  policemen,  and  said  additional 
policemen  shall  be  allowed  in  addition  to  the  number  now  allowed  by  law. 
It  shall  be  the  duty  of  persons  in  parental  relation  to  any  child  residing 
within  the  limits  of  said  cities  of  the  first  class  to  report  at  the  police 
station  house  of  the  precinct  within  which  they  severally  reside,  the  fol- 
lowing information : 

“ 1 Two  weeks  before  any  child  becomes  of  the  compulsory  school  age, 
the  name  of  such  child,  its  residence,  the  name  of  the  person  or  persons 
in  parental  relation  thereto,  and  the  name  and  location  of  the  school  to 
which  such  child  is  sent  as  a pupil. 

“ 2 In  case  a child  of  compulsory  school  age  is  for  any  cause  removed 
from  one  school  and  sent  to  another  school,  or  sent  to  work  in  accordance 
with  the  child-labor  law,  all  tne  facts  in  relation  thereto. 

“ 3 In  case  the  residence  of  a child  is  removed  from  one  police  precinct 
to  another  police  precinct,  the  new  residence  and  the  other  facts  re- 
quired in  the  two  preceding  paragraphs. 

“ 4 In  case  a child  between  the  ages  of  4 and  18  becomes  a resident  of 
one  of  said  cities  of  the  first  class  for  the  first  time  the  residence  and 
such  other  facts  as  the  census  board  shall  require.  Such  census  shall 
include  all  persons  between  the  ages  of  4 and  18  years,  the  day  of  the 
month  and  the  year  of  the  birth  of  each  of  such  persons,  their  respective 
residences  by  street  and  number,  the  names  of  their  parents  or  guardians, 
such  information  relating  to  illiteracy  and  to  the  enforcement  of  the  child 
labor  and  the  compulsory  education  law  as  the  school  authorities  of  the 
State  and  of  such  cities  shall  require  and  also  such  further  information 
as  such  authorities  shall  require. 

“ Sec.  2 A permanent  census  board  may  be  established  in  any  city  not 
of  the  first  class,  in  accordance  with  the  provisions  of  this  act.  If  a 
census  board  shall  not  be  established  in  such  cities,  then,  during  the 
month  of  October,  1909,  and  in  the  month  of  October  every  fourth  year 
thereafter,  the  school  authorities  of  every  city,  not  a city  of  the  first  class, 
shall  take  a census  of  the  children  of  their  respective  cities.  Such  census 
shall  include  the  information  required  from  the  cities  of  the  first  class  as 
provided  in  section  1 of  this  act. 

“ Sec.  3 The  board  of  trustees  of  every  school  district  shall  annually 
on  the  30th  day  of  August  cause  a census  of  all  children  between  the 
ages  of  5 and  18  years  to  be  taken  in  their  respective  school  districts. 
Such  census  shall  include  the  information  required  from  cities  as  pro- 
vided in  this  act. 

“ Sec.  4 A parent,  guardian  or  other  person  having  under  his  control 
or  charge  a child  between  the  ages  of  4 and  18  years  who  withholds  or 
refuses  to  give  information  in  his  possession  relating  to  such  child  and 
required  under  this  act,  or  any  such  parent,  guardian  or  other  person 
who  gives  false  information  in  relation  thereto,  shall  be  liable  to  and 
punished  by  fine  not  exceeding  $20  or  by  imprisonment  not  exceeding  30 
days. 


SCHOOL  POPULATION  AND  ATTENDANCE. 


183 


“ Sec.  5 The  money  required  for  the  purpose  of  carrying  this  act  into 
effect  shall  be  paid  by  the  cities  and  school  districts  respectively,  included 
in  the  provisions  of  this  act,  but,  in  cities  in  which  a permanent  census 
board  as  provided  under  section  1 of  this  act  is  not  established  and  main- 
tained, and  in  school  districts,  such  moneys  shall  be  paid  for  the  services 
rendered  in  the  taking  of  the  school  census  on  the  certificate  of  the  State 
Commissioner  of  Education  that  such  census  has  been  satisfactorily 
taken. 

“ Sec.  6 It  shall  be  the  duty  of  the  State  Commissioner  of  Education 
to  enforce  the  provisions  of  this  act. 

“ Sec.  7 Chapter  550  of  the  laws  of  1895  is  hereby  repealed. 

“ Sec.  8 This  act  shal]  take  effect  immediately.” 

Chap.  249,  May  11, 1908. 


960.  North  Carolina:  See  enactment  No.  1556. 

961.  North  Dakota:  Amending  sec.  835,  Revised  Codes,  1905,  relative  to  school 

census  and  annual  school  report. 

School  census  to  be  taken  between  the  1st  and  20th  of  June  (formerly, 
at  the  close  of  the  school  year).  Empowering  county  superintendent  to 
withhold  apportionment  of  state  and  county  funds  to  districts  where  the 
number  of  persons  of  school  age  attending  school  for  a period  of  sixty 
days  during  the  school  year  is  less  than  50  per  cent  of  the  total  enumer- 
ation. 

Chap.  97,  Mar.  12,  1907. 

962.  Ohio:  Repealing,  and  reenacting  with  amendments,  sec.  4030,  Revised 

Statutes  (1905),  relative  to  yearly  enumeration  of  school  youth. 

Providing  for  the  enumeration  of  feeble-minded,  physically  disabled, 
blind,  deaf,  and  mute  children. 

H.  B.  88S,  p.  80,  Apr.  9,  1908. 

963.  Texas:  Amending  chap.  124,  Laws,  1905,  relative  to  a complete  system  of 

public  schools,  by  adding  sec.  91a,  relative  to  census  enumeration  and 
transfers  of  children  under  certain  conditions  to  other  districts. 

Chap.  130,  Apr.  18,  1907. 

964.  Virginia:  Adding  sec.  1463a  to  Code,  1904,  authorizing  a new  school 

census  to  be  taken  whenever  the  boundaries  of  a district  are  changed. 

Chap.  161,  Mar.  11,  1908. 

965.  Washington:  Amending  sec..  49,  chap.  118,  Laws,  1897  (Code  of  Public 

Instruction),  relative  to  duties  of  district  clerks. 

School  census  to  be  taken  in  June  instead  of  May.  Date  of  birth  to  be 
included.  Reports  upon  children  failing  to  attend  school  as  prescribed 
by  law  to  be  made  to  county  superintendent  (formerly,  superior  judge). 

Sec.  3,  chap.  163,  Mar.  13,  1907. 

966.  Wisconsin : See  enactment  No.  57. 


(c)  School  Year;  Month;  Day. 

Several  of  the  following  enactments  are  of  interest  in  exhibiting 
the  continuance  of  the  effort  to  equalize  educational  opportunity  and 
to  secure  the  fullest  educational  privileges  to  the  children  of  all  com- 
munities. Arizona  (968),  Missouri  (970),  North  Dakota  (971),  Ohio 
(972),  Oregon  (973  ),  and  Wisconsin  (1085),  all  took  steps  to  lengthen 
the  legal  school  year. 

967.  Arizona:  See  enactment  No.  454- 


184  STATE  SOFTOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


968.  Arizona:  Amending  par.  2192  (sec.  63,  chap.  6,  tit.  19),  Revised  Statutes, 

1901,  relative  to  equality  of  school  privileges. 

Fixing  minimum  length  of  school  term  at  six  months ; when  funds  are 
sufficient,  eight  months. 

Sec.  10,  chap.  67,  Mar.  21,  1907.  (July  1,  1907.) 

969.  California:  Amending  sec.  1697,  Political  Code,  1906,  defining  the  length 

of  the  school  month. 

Legal  holidays  to  be  included  within. 

Chap.  18,  Feb.  19,  1907. 

970*.  Missouri:  Amending  sec.  9751,  art.  1,  chap.  154,  Revised  Statutes,  1899, 
relative  to  length  of  school  term. 

Increasing  required  length  of  school  term  from  six  months  to  eight 
months. 

H.  B.  No.  89,  p.  433,  Feb.  18,  1907. 

971.  North  Dakota.  See  enactment  No.  Ip5. 

972.  Ohio : Amending  sec.  3969,  Revised  Statutes,  1905,  relative  to  the  action  of 

the  county  commissioners  when  a board  of  education  fails  to  provide 
proper  school  facilities. 

Extending  minimum  school  year  from  seven  months  to  thirty-two  weeks. 

H.  B.  1003,  Mar.  31,  1908. 

973.  Oregon.  See  enactment  No.  Ip 9. 

974.  Wisconsin:  Amending  sec.  459,  Statutes,  1898,  as  amended  by  chap.  326, 

Laws,  1903,  relative  to  what  shall  constitute  a school  month. 

Excluding  day  of  primary  election  and  of  any  general  election,  also 
legal  holidays,  and  providing  that  a teacher’s  time  of  attendance  at  the 
meeting  of  a teachers’  association  may  be  included. 

Chap.  92,  May  10,  1907. 


(d)  School  Holidays. 


975.  Colorado:  Designating  the  12th  day  of  October  of  each  year  as  a public 

holiday,  to  be  known  as  “ Columbus  Day.” 

Chap.  190,  Apr.  1,  1907. 

976.  Indiana:  Amending  sec.  1,  chap.  118,  Laws,  1905,  relative  to  legal  holidays. 

Adding  the  12th  day  of  February,  commonly  called  “ Lincoln’s  Birth- 
day,” to  the  list  of  legal  holidays. 

Chap.  229,  Mar.  9,  1907. 


977.  Maine:  Amending  chap.  202,  Public  Laws,  1901  (sec.  88,  chap.  15,  Revised 

Statutes,  1903),  relative  to  school  holidays. 

Removing  fast  days  from  list  of  school  holidays  and  adding  Patriot’s 
Day,  April  19th,  thereto;  holidays  falling  on  Sunday  to  be  observed  on 
Monday  following. 

Sec.  1,  chap.  48,  Mar.  11,  1907. 

977a.  Maryland:  Amending  sec.  9,  art.  13,  Public  General  Laws,  1904,  relative 
to  legal  holidays. 

Making  September  12th,  “ Defenders’  Day,”  a legal  holiday. 

Chap.  181,  p.  7,  Apr.  1,  190S. 

978.  Minnesota:  Amending  par.  6,  sec.  6514,  Revised  Laws,  1905,  relative  to 

holidays. 

Making  Good  Friday  a legal  holiday. 


Chap.  254,  Apr.  19,  1907. 


SCHOOL  population  and  attendance. 


185 


970.  New  Hampshire:  Amending  chap.  11,  Laws,  1899  (secs.  1 and  2,  tit.  27, 
chap.  202,  Public  Statutes,  1901),  concerning  holidays. 

The  day  on  which  biennial  elections  are  held  not  a school  holiday. 

Chap.  7,  Feb.  20,  1907. 

980.  New  Jersey:  Creating  a public  holiday  to  be  known  as  “ Good  Friday.” 

Chap.  244,  June  12,  1907. 

981.  Oklahoma:  Creating  an  annual  holiday  to  be  known  as  “Labor  Day.” 

Chap.  53,  S.  B.  437,  p.  518,  May  23,  1908. 

982.  South  Dakota:  Amending  secs.  2458  and  2459,  Revised  Civil  Code,  1903, 

relative  to  legal  holidays. 

Adding  February  12,  Lincoln’s  Birthday,  and  the  first  Monday  in 
September,  Labor  Day,  to  list  of  legal  holidays;  Monday  to  be  observed 
whenever  February  12th,  or  22d,  or  July  4th  falls  on  a Sunday. 

Chap.  181,  Feb.  12,  1907. 

983.  Washington:  Amending  sec.  56,  Code  of  Public  Instruction,  Laws,  1897, 

relative  to  holidays  in  the  public  schools. 

Enumerating  the  several  school  holidays  upon  which  teachers  may  not 
be  required  to  teach. 

Chap.  59,  Mar.  4,  1907. 


(e)  Place  of  Attendance;  Transportation  of  Pupils;  Consolidation  of  Schools. 

Supplementary  to  the  legislation  for  the  furthering  of  the  consoli- 
dation of  school  districts  (Section  A,  enactments  314-361)  is  that 
providing  for  the  transportation  of  pupils  to  and  from  school.  Indi- 
ana (988)  passed  a most  noteworthy  act  in  this  connection.  Other 
measures  of  seeming  great  importance  may  be  enumerated : Kansas 
(992),  Maine  (993),  Missouri  (1002),  New  Jersey  (1008),  Ohio 
(1010,  1012),  Vermont  (1015),  Washington  (1018),  and  Wisconsin 
(1019,  1020).  The  majority  of  these  acts  are  of  self-evident  impor- 
tance to  the  educational  interests  of  either  isolated  or  unprovided 
communities  of  the  several  States  concerned. 

The  revised  act  of  Massachusetts  (995)  relative  to  the  transporta- 
tion at  half  rate,  by  street  and  elevated  railway  companies,  of  pupils 
of  public  and  private  schools,  in  connection  with  the  decision  of  the 
Massachusetts  supreme  court  (D  996)  and  the  decision  of  the  United 
States  Supreme  Court  (D  998),  is  of  more  than  passing  interest  and 
significance. 

984.  Arizona:  Amending  par.  2211  (sec.  82,  cbap.  9,  tit.  19),  Revised  Statutes, 

1901,  relative  to  tbe  admission  of  children  to  public  schools. 

Providing  for  the  admission  of  children  of  nonresidents  upon  payment 
of  reasonable  tuition  fee. 

Sec.  1,  chap.  67,  Mar.  21,  1907.  (July  1,  1907.) 

985.  Connecticut:  Concerning  the  transportation  of  high  school  pupils. 

Authorizing  the  transportation  to  and  from  the  high  school  of  any  pupil 
residing  within  the  limits  of  the  town,  and  the  payment  therefor,  whole 
or  in  part. 

Chap.  36,  Apr.  17,  1907. 


state  school  systems:  legislation,  etc.,  1906-8. 


186 


086.  Idaho:  Amending  sec.  66,  page  102,  Laws,  1899  (sec.  1103,  Political  Code, 
1901),  relative  to  nonresident  pupils. 

Permitting  trustees  to  determine  whether  pupils  outside  their  counties 
(formerly  districts)  may  attend  school  within  their  districts. 

Sec.  2,  H.  B.  No.  31,  p.  17,  Feb.  15,  1907. 

9S7.  Indiana:  Amending  sec.  2,  chap.  204,  Acts,  1901,  concerning  transfers  of 
school  children. 

Requiring  officials  of  school  corporations  to  which  transfer  is  made  to 
file  with  the  county  auditor  and  with  the  debtor  corporation  a statement 
of  number  of  children  transferred  and  cost  of  tuition.  Previous  method 
of  direct  payment  by  school  corporations  replaced  through  equalization 
of  tuition  fund  by  county  auditor. 

Chap.  189,  Mar.  9,  1907. 

988*.  Indiana:  Concerning  the  discontinuance  of  public  schools  and  providing 
for  the  transportation  of  pupils. 

“ Section  1.  Be  it  enacted  * * *,  That  the  township  trustees  shall 

discontinue  and  abandon  all  schools  under  their  charge  at  which  the  aver- 
age daily  attendance  during  the  last  preceding  school  year  has  been 
twelve  (12)  pupils  or  fewer;  and  said  trustees  may  discontinue  and 
abandon  all  schools  at  which  the  average  daily  attendance  during  the  last 
preceding  school  year  has  been  fifteen  (15)  pupils  or  fewer:  Provided, 
The  conditions  as  to  roads,  streams  and  bridges  permit  of  such  discon- 
tinuance. 

“ Sec.  2.  It  shall  be  the  duty  of  the  township  trustees  to  provide  for 
the  education  of  such  pupils  as  are  affected  by  such  or  any  former  dis- 
continuance in  other  schools,  and  they  shall  provide  and  maintain  means 
of  transportation  for  all  such  pupils  as  live  at  a greater  distance  than 
two  miles,  and  for  all  pupils  between  the  ages  of  six  (6)  and  twelve  (12) 
that  live  less  than  two  miles  and  more  than  one  mile  from  the  schools  to 
which  they  may  be  transferred  as  a result  of  such  discontinuance.  Such 
transportation  shall  be  in  comfortable  and  safe  conveyances.  The  drivers 
of  such  conveyances  shall  furnish  the  teams  therefor,  and  shall  use  every 
care  for  the  safety  of  the  children  under  their  charge,  and  shall  maintain 
discipline  in  such  conveyances.  Restrictions  as  to  the  use  of  public  high- 
ways shall  not_apply  to  such  conveyances.  The  expenses  necessitated  by 
the  carrying  into  effect  the  provisions  of  this  act  shall  be  paid  from  the 
special  school  fund.” 

Chap.  233,  Mar.  11,  1907. 

D 989.  Indiana  (1907)  : Acts,  1873,  p.  68,  chap.  24  (Burns’  Ann.  Stat.,  1901, 
sec.  5953),  provides  that  the  trustees  of  the  several  townships,  towns,  and 
cities  shall  have  the  power  to  levy  a special  tax  in  their  respective  town- 
ships, towns,  and  cities  for  the  construction,  renting,  or  repairing  of 
schoolhouses,  for  providing  furniture,  school  apparatus,  and  fuel  there- 
for, and  for  the  payment  of  other  necessary  expenses  of  the  school,  etc. 
Held,  that  the  clause  “ for  the  payment  of  other  necessary  expenses  of 
the  school  ” did  not  authorize  the  levying  of  a tax  to  provide  free  trans- 
portation for  the  pupils  of  a consolidated  school  district  to  and  from  the 
school. — State  v.  Jackson,  81  N.  E.,  62. 

D 990.  Iowa  (1907)  : Code,  sec.  2774,  authorizes  a school  board  to  arrange  for 
the  transportation  of  children  to  school  in  certain  cases,  “ when  there  will 
be  a saving  of  expense,  and  children  will  thereby  secure  increased  advan- 
tages.” Held,  that  though,  if  a board  which  refused  to  provide  trans- 
portation for  petitioner’s  child  found  that  a saving  of  expense  would  be 
effected  and  increased  advantages  secured  by  the  transportation,  it  might 
have  been  its  duty  to  provide  it,  where  a petition  to  compel  the  board  to 
furnish  transportation  fails  to  show  that  the  board  made  such  finding  or 
that  such  saving  and  advantage  would  be  effected,  petitioner  fails  to  show 
himself  entitled  to  the  benefit  of  the  statute. — Queeuy  v.  Higgins,  114 
N.  W.,  51. 


School  population  and  attendance. 


187 


991.  Kansas:  Repealing,  and  reenacting  with  amendments,  sec.  2,  chap  386, 

laws,  1905,  concerning  the  attendance  of  children  upon  schools  of  other 
districts. 

Decreasing  monthly  per  capita  payment  for  tuition  from  $10  to  $4  and 
striking  out  limitation  imposed  concerning  total  monthly  expenditure 
of  $45. 

Chap.  321,  Mar.  7,  1907. 

992.  Kansas:  Repealing,  and  reenacting  with  amendments,  sec.  6149,  General 

Statutes,  1901  (sec.  12,  chap.  307,  Laws,  1901),  relative  to  the  conveyance 
of  pupils  to  and  from  school. 

Granting  district  school  boards  authority  to  allow  compensation  to 
parents  for  conveyance  of  children  living  not  less  than  2 miles  and  not 
more  than  3 miles  from  the  schoolhouse. 

Chap.  327,  Mar.  8,  1907. 

993.  Maine:  Amending  sec.  3,  chap.  216,  Acts,  1893,  as  amended  by  chap.  203, 

Acts,  1901  (sec.  2,  chap.  15,  Revised  Statutes,  1903),  relative  to  school 
districts  and  the  conveyance  of  pupils. 

Designating  common-school  pupils  in  place  of  public-school  pupils  for 
conveyance. 

Chap.  90,  Public  Laws,  Mar.  20,  1907. 

994.  Massachusetts:  Providing  that  the  town  of  Dighton  shall  not  be  required 

to  maintain  a high  school. 

Providing  that  the  town  shall  pay  the  tuition  of  every  child  attending 
the  high  school  of  another  town  or  city,  and  also  the  railway  transporta- 
tion to  and  from  such  high  school. 

Chap.  149,  Feb.  27,  1907. 

995.  Massachusetts:  Repealing  sec.  99,  pt.  Ill,  chap.  463,  and  chap.  479,  Acts 

of  1906,  relative  to  the  transportation,  by  street  and  elevated  railway 
companies,  of  pupils  of  the  public  day  and  public  evening  schools  and 
private  schools,  and  enacting  a substitute. 

Chap.  530,  May  19,  1908. 

D 996.  Massachusetts  (1905)  : Rev.  Laws,  chap.  112,  sec.  72,  requiring  street 
railway  companies  to  carry  pupils  of  the  public  schools  when  going  to 
and  returning  from  school  at  rates  not  exceeding  one-half  of  the  regular 
fare  and  leaving  unchanged  the  previous  laws  exempting  the  Boston 
Elevated  Company  from  the  operation  of  chap.  112,  is  not  objectionable 
as  class  legislation,  the  promotion  of  education  being  a sufficient  reason 
for  the  discrimination  in  favor  of  pupils. — Commonwealth  v.  Interstate 
Consol.  St.  Ry.  Co.,  73  N.  E.,  530 ; 187  Mass.,  436. 

Citing  Gulf,  etc.,  Ry.  Co.  v.  Ellis,  165  U.  S.,  150,  156 ; 17  S.  Ct.,  255 ; 41 
L.  Ed.,  666.  Lake  Shore,  etc.,  Ry.  Co.  v.  Smith,  173  U.  S.,  684 ; 19  S.  Ct., 
565;  43  L.  Ed.,  858.  Wisconsin,  etc.,  Ry.  Co.  v.  Jacobson,  179  U.  S.,  287, 
301 ; 21  S.  Ct.,  115 ; 45  L.  Ed.,  194.  Opinion  of  Justices,  166  Mass.,  589 ; 44 
N.  E.,  625 ; 34  L.  R.  A.,  58.  Pacific  Express  Co.  v.  Seivert,  142  U.  S.,  339 ; 
12  S.  Ct.,  250 ; 35  L.  Ed.,  1035.  American  Sugar  Refining  Co.  v.  Louisiana, 
179  U.  S.,  89,  92 ; 21  S.  Ct.,  43 ; 45  L.  Ed.,  102. 


D 997.  Massachusetts  (1905)  : Rev.  Laws,  chap.  112,  sec.  72,  requiring  street 
railway  companies  to  carry  pupils  of  the  public  schools  when  going  to 
and  returning  from  school  at  rates  not  exceeding  one-half  of  the  regu- 
lar fare,  is  not  a taking  of  property  without  due  process  of  law,  as  there 
was  reason  for  the  legislature  to  believe  that  the  enforcement  of  the 
statute  would  not  result  in  a loss  to  the  street  railway  company. — 
Commonwealth  v.  Interstate  Consol.  St.  Ry.  Co.,  73  N.  E.,  530 ; 187 
Mass.,  436. 


188  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1)  998.  Massachusetts  (1907):  a United  Stales  Supreme  Court.  A street  rail- 
way company  whose  charter  subjects  it  to  “all  the  duties,  liabilities,  and 
restrictions  set  forth  in  all  general  laws  now  or  hereafter  in  force  re- 
lating to  street  railway  companies,”  is  bound  by  the  requirement  of  a 
statute  previously  enacted,  that  street  railway  companies  shall  trans- 
port school  children  at  a reduced  rate,  although  such  statute  may  be 
unconstitutional  as  to  already  existing  corporations. — Judgment,  Com- 
monwealth v.  Interstate  Consol.  St.  Ry.  Co.  (1905),  73  N.  E.,  530;  187 
Mass.,  430,  affirmed.  Interstate  Consol.  St.  Ry.  Co.  v.  Commonwealth, 
28  S.  Ct.,  26 ; 207  U.  S.,  79 ; Adv.  S.  U.  S.,  26 ; 52  L.  Ed. 

D 999.  Massachusetts  (1906)  : A vote  of  a town  to  reopen  a school  which  had 
been  closed  by  the  school  committee  held  to  require  a reassignment 
to  such  school  of  pupils  who  had  previously  attended  the  same. — Morse 
v.  Ashley,  79  N.  E.,  481. 

Under  Rev.  Laws,  chap.  42,  sec.  27,  a school  committee  of  a town 
held  authorized  to  close  a school  and  transfer  the  pupils,  regardless  of 
a vote  of  the  town  to  the  contrary.— Ihid. 

1000.  Minnesota:  Amending  sec.  1321,  Revised  Laws,  1905,  relative  to  the 
powers  and  duties  of  school  boards  as  to  nonresident  pupils. 

Providing  for  cases  wherein  a person  holds  property  and  pays  taxes  in 
a district  other  than  the  one  in  which  he  resides. 

Sec.  1,  chap.  445,  Apr.  25,  1907. 

1001.  Missouri:  Amending  sec.  9764,  chap.  154,  art.  1,  Revised  Statutes,  1899, 
relative  to  rules  and  regulations  and  admission  of  nonresident  pupils. 

Making  special  provision  that  a child  with  only  one  parent  living  shall 
have  the  privilege  of  attending  school  in  any  district  in  the  State  without 
the  payment  of  a tuition  fee. 

H.  B.  No.  550,  p.  425,  Mar.  20,  1907. 

1002*.  Missouri:  Amending  sec.  9741,  chap.  154,  Revised  Statutes,  1899,  rela- 
tive to  school  districts. 

Providing  that  districts  having  fewer  than  25  children  may  arrange  for 
admission  of  school  children  to  schools  of  other  districts.  Authorizing 
payment  for  tuition  and  transportation. 

H.  B.  No.  615,  Mar.  19,  1907. 

1003.  Nebraska:  Repealing,  and  reenacting  with  amendments,  sec.  5477,  chap. 
79,  Compiled  Statutes,  1905  (sec.  11297,  Cobbey’s  Annotated  Statutes, 
1903),  relative  to  attendance  of  children  in  school  districts  other  than 
the  one  of  residence. 

Providing  that  parents  or  guardians  of  transferred  pupils  shall  have 
the  right  to  vote  in  the  district  to  which  such  pupils  are  transferred  on 
all  school  matters  except  that  of  issuing  bonds. 

Chap.  120,  Apr.  6,  1907. 

1004.  New  Hampshire:  Relating  to  the  transportation  of  school  children  on 
street  railroads. 

Authorizing  special  rates  for  children  traveling  to  and  from  school. 

Chap.  131,  Apr.  5,  1907. 

D 1005.  New  Hampshire  (1906)  : Laws,  1903,  p.  13,  chap.  13,  requiring  every 
person  residing  in  a school  district  in  which  a public  school  is  annually 
taught  and  having  the  custody  of  a child  between  the  ages  of  8 and  14 
years,  to  cause  the  child  to  attend  public  school  all  the  time  the  school 
is  in  session,  when  construed  in  the  light  of  Laws,  1871,  p.  511,  chap.  2, 
sec.  1,  making  only  persons  residing  within  2 miles  of  a school  amenable 
to  the  requirement,  Laws,  1878,  p.  183,  chap.  55,  and  Laws,  1885,  p.  253, 
chap.  43,  sec.  6,  reenacted  in  Pub.  Stat.,  1901,  chap.  92,  sec.  1,  authorizing 
the  expenditure  of  a certain  portion  of  the  school  money  for  the  purpose 
of  conveying  scholars  residing  not  less  than  1^  miles  from  school,  and 


a See  p.  242  for  complete  text  of  decision. 


SCHOOL  POPULATION  AND  ATTENDANCE. 


189 


Pub.  Stat.,  1901,  cliap.  93,  sec.  14,  omitting  the  2-mile  limitation  contained 
in  the  law  of  1871,  required  the  person  having  the  custody  and  control  of 
the  child  to  send  it  to  school  whenever  conveyance  was  provided,  but  did 
not  require  a person,  living  at  a distance  from  the  school  unreasonable 
for  the  child  to  walk,  to  convey  the  child  to  school  either  at  his  own 
expense  or  for  a sum  thought  reasonable  by  the  school  board. — State  v. 
Hall,  64  A.,  1102;  74  N.  H.,  61. 

1006.  New  Jersey:  See  enactment  No.  30. 

1007.  New  Jersey:  See  enactment  No.  1051\. 

1008.  New  Jersey:  Amending  sec.  182,  chap.  1,  Laws,  1903  (sp.  sess.  Oct.  15), 
as  amended  by  chap.  241,  Acts,  1906,  relative  to  apportionment  of  state 
school  fund  by  county  superintendents. 

Providing,  in  addition  to  existing  apportionment,  for  the  payment  of 
75  per  centum  of  cost  of  transportation  of  pupils  to  school  in  district 
other  than  that  in  which  they  reside,  provided  their  own  school  be  not 
closed  thereby. 

Chap.  122,  May  7,  1907. 

D 1009-  New  Jersey  (1907)  : Failure  of  a board  of  education  to  provide  for  the 
transportation  of  children  living  remote  from  the  schoolhouse,  under 
P.  L.  1902,  p.  108,  sec.  Ill,  is  not  a failure  to  provide  suitable  school 
facilities  and  accommodations  within  sec.  120  of  the  same  act.  Judgment 
(Sup.,  1906  ) 62  A.,  1130,  affirmed. — Board  of  Education  of  Frelinghuysen 
Tp.  v.  Atwood,  65  A.,  999. 

School  law  (P.  L.,  1902,  p.  Ill,  sec.  120),  providing  a penalty  against 
a board  of  education  failing  to  provide  suitable  school  facilities  and  ac- 
commodations, being  highly  penal  in  its  consequences,  must  be  construed 
with  reasonable  strictness.  Judgment. — Ibid. 

1010.  Ohio:  Providing  for  transportation  of  pupils  in  village  school  districts 
with  attached  territory. 

Authorizing  transportation  to  be  paid  for  from  school  funds  of  village 
district.  Transportation  of  pupils  living  within  1 mile  of  schoolhouse 
optional  with  board  of  education. 

H.  B.  716,  p.  234,  Apr.  29,  1908. 

1011.  Ohio:  Repealing,  and  reenacting  with  amendments,  sec.  3922,  Revised 
Statutes  (1905),  relative  to  the  suspension  of  schools  in  subdistricts,  and 
the  conveyance  of  pupils  to  other  districts. 

Subdistrict  schools  having  an  average  daily  attendance  of  12  not  to  be 
suspended  under  certain  conditions.  Providing  for  sixty  days’  notice  for 
centralization  of  township  schools. 

H.  B.  723,  p.  203,  Apr.  24,  1908. 

1012.  Ohio:  Repealing,  and  reenacting  with  amendments,  sec.  3934,  Revised 

Statutes  (1905),  relative  to  transportation  of  pupils  in  special  school 
districts. 

Authorizing  transportation  to  school  of  adjoining  district.  Changing 
residence  limit  for  transportation  from  one-half  to  1 mile. 

H.  B.  797,  p.  265,  May  1,  1908. 

D 1013.  Ohio  (1907)  : Rev.  Stat.,  sec.  4022a,  authorizing  children  living  more 
than  14  miles  from  their  assigned  school  to  attend  a nearer  school  in  the 
same  district,  or  in  another  district,  does  not  require  the  board  of  educa- 
tion of  a school  district  to  admit  children  to  a school  outside  of  a district 
in  which  they  reside,  unless  the  school  in  their  own  district  is  more  than 
14  miles  from  their  residence  and  more  remote  than  the  school  to  which 
admission  is  sought. — Boyce  v.  Board  of  Education  of  Mount  Carmel 
Special  School  Dist.,  81  N.  E.,  437 ; 76  Ohio  St.,  365. 


190  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1014.  Pennsylvania:  Relative  to  attendance  of  pupils  at  more  convenient 
schools  outside  district  of  residence. 

Permitting  children  residing  \\  miles  or  more  by  public  road  from  the 
nearest  school  in  the  district  of  residence  to  attend  any  more  convenient 
school  in  any  other  district  without  the  consent  of  the  directors  or  con- 
trollers of  the  district  where  they  reside  or  where  they  may  attend,  for 
the  cost  of  tuition. 

Act  No.  121,  May  2,  1907. 

1015.  Vermont:  See  enactment  No.  1/86. 

1010*.  Vermont:  Determining  the  qualifications  of  pupils  attending  schools  in 
other  towns. 

Requiring  pupils,  demanding  payment  of  tuition  in  schools  of  another 
town  under  provisions  of  act  No.  37,  Acts,  1904,  to  pass  an  entrance 
examination. 

Act  No.  51,  Dec.  18,  1906.  (Apr.  1,  1907.) 

1017.  Virginia:  Amending  and  reenacting  secs.  1492  and  1493,  relative  to  per 
sons  who  shall  be  admitted  to  the  public  schools. 

Modifying  conditions  relative  to  admission  of  children  of  nonresident 
taxpayers. 

Chap.  400,  Mar.  16,  1906. 

1018.  Washington:  Amending  sec.  40,  chap.  118,  Laws,  1897  (Code  of  Public 
Instruction),  relative  to  powers  and  duties  of  boards  of  directors. 

Providing  for  teachers’  contracts ; for  transportation  of  pupils  to  and 
from  school. 

Sec.  5,  chap.  240,  Mar.  18,  1907. 

1019.  Wisconsin:  Creating  secs.  430 — 1 to  430 — 8,  inclusive,  Statutes,  1898. 
relative  to  state  aid  to  school  districts  furnishing  transportation  for 
pupils. 

Empowering  electors  of  school  district  to  authorize  school  board  or 
town  board  of  school  directors  to  enter  into  agreements  to  compensate 
parents  or  guardians  for  transportation  of  pupils.  Providing  for  rate  of 
compensation,  and  in  certain  cases  reimbursement  of  school  districts  by 
the  State  of  half  the  expenditure. 

Chap.  496,  July  9,  1907. 

1020.  Wisconsin:  Creating  secs.  496q,  496r,  496s,  and  496t,  Statutes,  1898, 
relative  to  state  aid  to  rural  schools. 

“ Section  496q.  Whenever  the  electors  of  any  rural  school  district  or 
subdistrict  shall  direct  the  board  to  close  the  district  or  subdistrict  school 
and  provide  transportation  and  tuition  for  all  persons  of  school  age  who 
may  attend  any  state  graded  school  or  the  grades  below  the  high  school 
in  the  free  high  school  district,  each  such  rural  district  or  subdistrict 
shall  receive  aid  in  the  sum  of  seventy-five  dollars  annually  upon  com- 
plying with  the  following  conditions : 

“(1)  Transportation  shall  be  provided  for  at  least  thirty-two  weeks, 
including  legal  holidays. 

“(2)  The  average  daily  attendance  of  the  pupils  transported  from  any 
district  or  subdistrict  to  any  state  graded  school  or  free  high  school  dis- 
trict, under  the  provisions  of  this  act  shall  be  eighty  per  cent  of  the  entire 
number  enrolled  for  transportation  during  each  term  of  school. 

“(3)  Each  driver  contracted  with  shall  be  of  excellent  moral  character, 
trustworthy  and  responsible,  and  shall  furnish  a safe  team  with  suitable 
and  comfortable  conveyance,  well  supplied  with  protections  against  stormy 
and  inclement  weather. 

“(4)  The  clerks  of  each  district  or  subdistrict  taking  advantage  of  this 
act  shall  make  a special  report  to  the  state  superintendent  of  public  in- 
struction showing  that  the  above  conditions  have  been  complied  with. 

“ Sec.  496r.  The  school  district  board  shall  embody  in  the  notices  of 
every  annual  or  special  meeting  at  which  any  or  all  of  the  above  matters 
are  to  be  considered,  a statement  to  that  effect,  that  the  question  of  trans- 


SCHOOL  POPULATION  AND  ATTENDANCE. 


191 


portation  of  children  will  be  voted  upon,  said  notices  to  be  posted  as  pro- 
vided for  in  sections  426  and  427  of  the  statutes. 

“ Sec.  496s.  The  sum  of  five  thousand  dollars  is  hereby  appropriated 
annually  from  the  general  fund  of  the  state  treasury  to  enable  the  state 
superintendent  to  meet  the  provisions  of  this  act;  the  above  sum,  or  so 
much  of  it  as  may  be  necessary,  to  be  apportioned  in  a special  apportion- 
ment on  or  before  the  first  of  November  of  each  year. 

“ Sec.  496t.  Each  district  taking  advantage  of  this  act,  shall  receive  the 
same  apportionment  of  the  state  and  other  taxes  as  provided  by  law,  as 
would  have  been  received  had  school  been  maintained  in  the  district.” 

Chap.  553,  July  10,  1907. 


(f)  Compulsory  Attendance;  Child  Labor;  Truancy. 

No  portion  of  the  entire  mass  of  legislation  affecting  public  educa- 
tion  points  more  definitely  to  progress  than  the  body  of  enactments 
relating  to  compulsory  attendance  and  child  labor.  The  mere  num- 
ber of  these  enactments  is  full  of  meaning  and  clearly  indicative  of 
the  determination  of  the  States  to  protect  themselves  by  safeguard- 
ing the  educational  and  social  rights  of  children.  A review  and 
comparison  of  the  principal  features  of  the  enactments  bring  to  light 
unmistakable  tendencies  to  widen  the  age  limitations,  to  increase  the 
length  of  the  annual  school  attendance,  to  require  certain  degrees  of 
educational  advancement  as  an  essential  condition  of  exemption  from 
attendance,  to  give  to  school  officials  far  greater  authority  in  the 
determination  of  what  constitutes  satisfactory  compliance  with  the 
law,  and  to  bring  defective  children  (deaf,  dumb,  blind,  and  feeble- 
minded) within  the  scope  of  operation  of  the  compulsory  attendance 
requirements. 

Along  with  the  laws  regulating  compulsory  attendance  is  also  pre- 
sented in  generally  briefer  form  those  regulating  child  labor.  These 
latter  have  come  to  be  regarded  as  a necessary  complement  of  the 
former.  Not  only  has  there  been  during  the  past  biennium  a very 
noticeable  activity  throughout  the  country  in  providing  for  more 
effective  laws  than  those  now  existing,  both  as  regards  the  labor  and 
the  education  of  children,  especially  in  cities,  but  certain  new  enact- 
ments are  representative  of  a wider  recognition  of  the  positive  social 
values  inherent  in  these  protective  measures  for  children.  The  child- 
labor  laws  of  Arkansas  (1022),  of  Florida  (1027),  of  Georgia  (1029), 
of  Kentucky  (1034),  (1035),  of  Louisiana  (1036),  of  Mississippi 
(1047),  of  Missouri  (1048),  of  Montana  (1050),  of  Nebraska  (1051), 
and  of  Virginia  (1078)  are  representative  of  the  effort  of  the  South- 
ern States  to  protect  their  children  from  the  deteriorating  influences 
of  early  labor.  These  measures,  in  spite  of  evident  weaknesses,  are 
hopeful  forerunners  of  more  comprehensive  ones. 

Of  the  compulsory  education  laws,  those  of  Delaware  (1026), 
Illinois  (1031),  Michigan  (1041),  Missouri  (1049),  New  Jersey 
(1054),  New  York  (1056-1058),  North  Carolina  (1060),  North  Da- 
kota (1064) , Oklahoma  (1068),  Virginia  (1079),  Washington  (1082), 


1(J2 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


and  Wisconsin  (1085)  may  be  selected  as  illustrating  the  several 
phases  of  the  modern  movement  of  guaranteeing  that  every  child 
shall  have  at  least  a minimum  of  education. 

1021.  Arizona:  Amending  par.  2231  (sec.  101,  chap.  11,  tit.  19),  Revised  Stat- 
utes, 1901,  relative  to  the  school  attendance  of  children. 

Prohibiting  the  employment  of  children  under  14  years  of  age  and  pro- 
viding penalty  for  violation. 

Lengthening  period  of  compulsory  school  attendance  from  “ at  least 
twelve  weeks  in  each  year,  six  weeks  of  which  time  shall  be  consecutive,” 
to  “ six  school  months,  of  wrhich  twenty  school  weeks  shall  be  consecu- 
tive.” Attendance  to  begin  within  two  weeks  after  opening  of  school. 
Providing  for  compulsory  attendance  of  children  between  14  and  16  un- 
,able  to  read  and  write  English  language.  Further  limiting  exceptions. 

Sec.  2,  chap.  67.  Mar.  21,  1907.  (July  1,  1907.) 

1022.  Arkansas:  Regulating  the  employment  of  children  in  factories  and  manu- 
facturing establishments.  (Amending  secs.  1947  and  1952,  Kirby’s 
Digest,  1904.) 

Prohibiting  employment  of  children  under  12  years  of  age;  exempting 
canneries  during  school  vacation  period. 

Prohibiting  on  and  after  Sept.  1,  1907,  employment  of  children  under 
14  years  of  age;  excepting  orphans,  and  children  of  widowed  mothers, 
and  aged  and  disabled  fathers ; requiring  certificates  of  dependency. 

Prohibiting,  also,  on  and  after  Sept.  1,  1907,  employment  of  any  child 
under  14  years  of  age,  “ unless  he  or  she  can  write  his  or  her  name, 
and  simple  sentences  and  shall  have  attended  school  for  twelve  weeks  of 
the  preceding  year,  six  of  which  school  attendance  shall  be  consecutive; 
and  no  such  child  as  aforesaid  between  the  ages  of  14  and  18  years 
shall  be  so  employed  unless  such  child  shall  have  attended  school  for 
twelve  weeks  of  the  preceding  year,  six  weeks  of  which  school  attend- 
ance shall  be  consecutive;  and  at  the  end  of  each  year,  until  such  child 
shall  have  passed  the  public  school  age,  an  affidavit  certifying  to  such 
attendance,  as  is  required  by  this  section,  shall  be  furnished  to  the  em- 
ployer by  the  parent  or  guardian  or  person  sustaining  parental  relations 
to  such  child. 

“ The  provisions  of  this  section  shall  apply  only  to  children  entering 
such  employment  at  the  age  of  14  or  less.” 

Providing  penalties  for  violations  of  regulations. 

Act  No.  456,  May  29,  1907.  • 

1023.  California:  Amending  secs.  3,  4,  5,  and  6,  chap.  270,  Laws,  1903,  relating 
to  the  enforcement  of  the  educational  rights  of  children  and  providing 
penalties  for  violation;  adding  sec.  7|  thereto. 

Extending  provisions  to  include  school  districts  having  at  least  600 
census  children,  and  providing  for  truants  in  districts  and  counties 
having  no  parental  school. 

Authorizing  school  district  trustees  to  raise  money  for  establishment  of 
parental  school. 

Chap.  77,  Mar.  4,  1907. 

1024.  California:  Amending  sec.  5,  chap.  18,  Statutes,  1905,  regulating  the 
employment  and  hours  of  labor  of  children. 

Defining  the  term  “ horticulture  ” so  as  to  include  the  curing  and 
drying,  but  not  canning,  of  fruit. 

Sec.  5 places  horticultural  labor  during  time  schools  are  not  in  session 
among  the  exempt  classes. 

Chap.  322,  Mar.  19,  1907. 

1025.  California:  Amending  sec.  2,  chap.  18,  Statutes,  1905,  regulating  the 
employment  of  children. 

Providing  that  attendance  officers  shall  have  right  to  enter  places  of 
employment  for  the  purpose  of  investigating  violations  of  child  labor  or 
compulsory  education  act. 


Chap.  524,  Mar.  23,  1907. 


SCHOOL  POPULATION  AND  ATTENDANCE. 


193 


1026*.  Delaware:  Relating  to  the  compulsory  attendance  of  children  at  the 
public  schools  of  the  State. 

Providing  that  children  between  7 and  14  years  of  age  must  attend  pub- 
lic or  private  day  school  at  least  five  months  annually,  unless  excused  by 
school  officers.  School  district  to  have  power  to  reduce  time  to  not  less 
than  three  months. 

Method  of  prosecution  for  violations,  and  penalties. 

Authorizing  establishment  of  truant  schools  or  commitment  to  Ferris 
Reform  School. 

Authorizing  employment  of  attendance  officers,  and  providing  for  duties 
and  compensation. 

Compelling  assessors  to  take  school  census  and  report  same  to  county 
superintendent,  lattef  to  forward  to  school-teacher  a list  of  children  in 
district.  Teacher  to  report  every  month  absent  children  to  county  superin- 
tendent and  truant  officer. 

Providing  that  the  state  treasurer  shall  withhold  one-fourth  the  state 
dividend  from  any  school  neglecting  to  enforce  this  act. 

Chap.  121,  Mar.  15,  1907. 

1027.  Florida:  Prohibiting  the  employment  of  minors  under  a certain  age  in 
certain  places  and  occupations. 

Prohibiting  employment  of  children  under  12  years  of  age  in  factories 
and  in  certain  occupations.  Providing  that  children  under  12  may  be  em- 
ployed under  certain  conditions  when  public  schools  are  not  in  session ; 
providing  for  certificates  authorizing  such  employment ; limiting  hours  of 
labor;  providing  for  records,  and  prescribing  penalties. 

Excepting  household  or  agricultural  work. 

Chap.  5686  (act  No.  91),  May  29,  1907.  (June  28,  1907.) 

1028.  Georgia:  Amending  act  No.  339,  p.  456,  Local  and  Private  Laws,  1872, 
regulating  public  instruction  in  the  county  of  Richmond. 

Establishing  under  certain  conditions  a system  of  compulsory  education 
for  children  between  the  ages  of  7 and  12.  Excepting  those  exempted  by 
provisions  of  child-labor  act  (act  No.  399,  p.  98,  Aug.  1,  1906).  Authoriz- 
ing county  board  of  education  to  compel  attendance  of  such  children  “ for 
the  majority  of  the  school  days  in  each  school  month  of  seven  months  of 
the  school  year  as  established  by  said  board.” 

Providing  for  attendance  of  indigent  children,  for  attendance  upon  ap- 
proved private  schools,  for  the  appointment  of  truant  officers.  Desig- 
nating violation  of  the  act  by  parent  or  guardian  as  misdemeanor.  Pro- 
viding for  submission  of  act  to  qualified  voters  of  Richmond  County  for 
approval,  Oct.,  1908. 

Act  No.  74,  p.  327,  Aug.  16,  1907. 

1029.  Georgia:  Regulating  the  employment  of  children  in  factories  and  manu- 
facturing establishments,  and  providing  for  the  punishment  of  violations 
of  the  regulations  prescribed. 

No  child  under  10  years  of  age  to  be  employed  in  any  factory  or  manu- 
facturing establishment  under  any  circumstances.  No  child  under  12 
to  be  employed  excepting  orphans  and  children  of  widows  or  disabled 
fathers.  (Jan.  1,  1907.) 

No  child  under  14  years  of  age  to  be  employed  “ unless  he  or  she  can 
write  his  or  her  name  and  simple  sentences,  and  shall  have  attended  school 
for  twelve  weeks  of  the  preceding  year,  six  weeks  of  which  school  at- 
tendance shall  be  consecutive;  and  no  such  child  aforesaid  between  the 
ages  of  14  and  16  years  shall  be  so  employed  unless  such  child  shall  have 
attended  school  for  twelve  weeks  of  the  preceding  year,  six  weeks  of 
which  school  attendance  shall  be  consecutive;  and  at  the  end  of  each 
year  until  such  child  shall  have  passed  the  public  school  age,  an  affidavit 
certifying  to  such  attendance  as  is  required  by  this  section,  shall  be  fur- 
nished to  the  employer  by  the  parent  or  guardian  or  person  sustaining 
parental  relation  to  such  child.  The  provisions  of  this  section  shall 
apply  only  to  children  entering  such  employment  at  the  age  of  14  or  less.” 
(Jan.  1,  1908.) 

Act  No.  399,  p.  98,  Aug.  1,  1906. 

63470—09 13 


194  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1030*.  Idaho:  Prescribing  and  regulating  the  employment  of  minors  in  certain 
occupations. 

Children  under  14  years  of  age  not  to  be  employed  during  hours  in 
which  public  schools  are  in  session ; children  above  12  may  be  employed 
during  regular  vacation  of  two  weeks  or  more  of  the  public  schools. 
Illiterate  minors  under  16  not  to  be  employed  during  hours  in  which  pub- 
lic schools  are  in  session. 

“ Sec.  2.  No  minor  who  is  under  16  years  of  age  shall  be  employed  or 
permitted  to  work  at  any  gainful  occupation  during  the  hours  that  the 
public  schools  of  the  school  district  in  which  he  resides  are  in  session, 
unless  he  can  read  at  sight  and  write  legibly  simple  sentences  in  the 
English  language,  and  has  received  instruction  in  spelling,  English  gram- 
mar, and  geography  and  is  familiar  with  the  fundamental  operations  of 
arithmetic  up  to  and  including  fractions,  or  has  similar  attainments  in 
another  language.” 

Providing  for  records  of  minors  employed;  limiting  time  and  hours  of 
employment;  providing  penalties  for  violation. 

H.  B.  No.  134,  p.  248,  Mar.  12,  1907. 

1031*.  Illinois:  Amending  secs.  1,  4,  and  5,  p.  296,  Acts,  1897,  as  amended,  p. 
308,  Acts,  1903  (secs.  313,  314,  and  316,  Hurd’s  Revised  Statutes,  1905), 
relative  to  promotion  of  attendance  of  children  in  schools  and  prevention 
of  truancy. 

Lengthening  period  of  required  attendance,  in  place  of  7 to  14,  to  7 to 
16,  excepting  children  between  14  and  16  necessarily  and  lawfully  em- 
ployed during  school  hours.  Defining  penalty  for  false  statements  con- 
cerning children  employed. 

S.  B.  237,  p.  520,  May  25,  1907. 

1032.  Iowa:  Amending  sec.  2823f,  Code,  1897,  relative  to  the  enforcement  of  the 
compulsory  education  law. 

Granting  county  superintendents  authority  to  serve  notice  upon  school 
officers  neglecting  to  enforce  provisions  of  act. 

Chap.  154,  Apr.  13,  1907. 

1033.  Kansas : Amending  sec.  2,  chap.  423,  Laws,  1903,  relative  to  attendance  of 
pupils  in  schools,  to  truancy,  and  to  truant  officers. 

Making  special  provisions  for  the  appointment  of  truant  officers  in 
cities  of  the  first  and  second  classes.  Providing  for  method  of  notifica- 
tion of  parents  or  guardians  of  violation  of  attendance  requirements,  and 
also  procedure  for  prosecution. 

Children  between  8 and  14  years  of  age  not  to  be  employed  during 
school  sessions.  Exemptions.  Penalties  for  violations. 

Chap.  317,  Mar.  5,  1907. 

1034.  Kentucky:  Repealing  chap.  16,  Laws,  1902,  making  it  unlawful  to  employ 
a child  less  than  14  years  of  age  in  workshops,  mines,  mills,  or  factories, 
and  repealing  chap.  52,  Laws,  1906,  as  amending  the  foregoing  act,  and 
regulating  the  employment,  use,  and  protection  of  child  labor  in  mills, 
mines,  factories,  etc.,  and  enacting  a substitute. 

Children  under  14  not  to  be  employed  during  school  term.  Children 
between  14  and  16  may  be  employed  under  certain  conditions.  Provid- 
ing for  employment  certificates,  and  defining  the  character  and  conditions 
of  issuance  thereof.  Prescribing  duties  of  truant  officers.  Defining  cer- 
tain conditions  oT  employment  of  children  under  16,  and  prohibiting 
certain  employments  in  their  case.  Effective  Sept.  1,  1908,  and  for 
certain  children  already  employed  Sept.  1,  1909. 

Chap.  66,  Mar.  18,  1908.  (Sept.  1,  1908.) 

1035.  Kentucky:  Repealing  chap.  94,  Laws,  1904,  relative  to  school  attendance 
of  children  between  the  ages  of  7 and  14  in  cities  of  the  first,  second, 
third,  and  fourth  classes.  Enacting  a substitute  to  promote  and  compel 
attendance  of  children  in  schools  and  to  prevent  truancy  in  cities  of  the 
first,  second,  third,  and  fourth  classes,  and  to  enable  boards  of  education 
or  boards  of  school  trustees  of  cities  of  the  first  and  second  classes  to 


SCHOOL  POPULATION  AND  ATTENDANCE. 


195 


establish  and  maintain  parental  or  truant  schools  for  the  care  and  disci- 
pline of  truant  children  and  for  the  purpose  of  reducing  truancy. 

Increasing  penalty  for  failure  to  comply  with  provisions  of  act.  Pro- 
viding for  proofs  and  records  of  age  of  children : for  the  qualifications 
• and  compensation  and  powers  and  duties  of  truant  officers,  and  for  better 
means  of  enforcing  attendance  of  children  within  prescribed  age  limits. 

Chap.  68,  Mar.  19,  1908. 

1036.  Louisiana:  Regulating  the  employment  of  children,  young  persons,  and 
women  of  the  State ; providing  for  the  issuance  of  age  certificates ; pro- 
viding necessary  regulations  for  sanitary  conditions  and  mechanical 
devices  in  mills,  factories,  mines,  and  packing  houses,  manufacturing 
establishments,  workshops,  laundries,  millinery  or  dressmaking  stores, 
or  mercantile  establishments  in  which  more  than  five  persons  are  em- 
ployed, or  in  any  theater,  concert  hall,  or  in  or  about  any  place  of 
amusement  where  intoxicating  liquors  are  made  or  sold,  or  in  any 
bowling  alley,  bootblacking  establishment,  freight  or  passenger  elevator, 
or  in  the  transmission  or  distribution  of  messages,  either  telegraph  or 
telephone,  or  any  other  messages,  or  merchandise,  or  in  any  other  occu- 
pation not  herein  enumerated  which  may  be  deemed  unhealthful  or 
dangerous,  and  providing  for  the  appointment  of  a factory  inspector,  and 
fixing  penalties  for  any  violation. 

Act  No.  301,  July  9,  1908. 

1037.  Massachusetts:  Amending  sec.  31,  chap.  106,  Revised  Laws,  1902,  as 
amended  by  chap.  432,  Acts,  1904,  and  by  chap.  213,  Acts,  1905,  relative 
to  the  approval  of  age  and  schooling  certificates  of  minors. 

Adding  provision  that  the  certificate  of  the  superintendent  of  the 
Lyman  School  for  Boys  or  of  the  State  Industrial  School  for  Girls  shall 
be  sufficient  evidence  as  to  the  age  and  ability  to  read  at  sight  and  to 
write  legibly  simple  sentences  in  the  English  language  of  a child  who  has 
been  an  inmate  of  such  school. 

Chap.  224,  Mar.  20,  1907. 

D 1038.  Massachusetts  (1907)  : Attendance  on  any  one  of  the  schools  required 
to  be  maintained  by  Rev.  Laws,  chap.  42,  secs.  10,  11,  12,  15,  and  16,  can 
not  take  the  place  of  the  compulsory  attendance  on  public  schools  estab- 
lished under  secs.  1 and  2. — Commonwealth  v.  Connecticut  Valley  St. 
Ry.  Co.,  82  N.  E.,  19. 

1039.  Michigan:  Providing  for  the  conpulsory  education  of  deaf  children. 

Requiring  attendance  of  every  deaf  child  between  the  ages  of  7 and 
18  at  some  day  school  for  the  deaf.  Providing  for  the  transportation  to 
the  Michigan  School  for  the  Deaf  of  children  of  indigent  parents,  and,  in 
case  of  children  under  12  years  of  age,  of  parent  also. 

Making  application  of  the  provisions  of  act  No.  200,  Acts,  1905  (compul- 
sory education),  relative  to  enforcement  and  penalties. 

Act  No.  48,  Apr.  17,  1907. 

1040.  Michigan:  Amending  sec.  2,  act  No.  260,  Acts,  1881  (sec.  5554,  Compiled 
Laws,  1897),  as  amended  by  act  No.  236,  Acts,  1905,  relative  to  protec- 
tion of  children. 

Including  bowling  alleys  in  list  of  places  prohibited  to  minors  under  17. 

Act  No.  55,  Apr.  25,  1907. 

1041*.  Michigan:  Amending  secs.  1,  2,  3,  and  4,  act  No.  200,  Acts,  1905,  pro- 
viding for  the  compulsory  education  of  children,  and  for  penalties  for 
failure  in  compliance. 

Raising  upper  limit  of  compulsory  attendance  from  15  to  16  (formerly 
7 to  15,  inclusive).  Defining  more  accurately  conditions  for  exemption; 
special  provision  for  children  12  to  14  years  of  age  while  in  attendance  at 
confirmation  classes.  Defining  more  accurately  manner  of  enforcement, 
and  prescribing  in  greater  detail  duties  of  enforcing  officers.  Numerous 
minor  amendments, 


CMp.  74,  May  2,  1907, 


196 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


D 1042.  Michigan  (1906)  : Pub.  Acts,  1895,  p.  203,  act  No.  95,  provided  for  the 
compulsory  education  of  children  between  the  ages  of  8 and  14  years,  and 
in  cities  between  the  ages  of  7 and  16  years.  Pub.  Acts,  1901,  p.  119, 
act  No.  83,  provided  for  such  education  between  the  ages  of  8 and  lb’ 
and  in  cities  between  7 and  15.  Acts,  1905,  p.  296,  act  No.  200,  provided 
for  such  education  of  children  “between  and  including”  the  ages  of  7 
and  15  years.  Held , that  the  latter  statute  does  not  apply  to  children 
during  the  15th  year  and  until  they  become  16;  the  intent  being  to  fix 
the  same  age  limit  for  all  children  at  such  a time  in  their  lives,  and  for 
such  a term  between  the  extremes  of  the  former  acts,  as  experience  had 
shown  to  be  most  satisfactory. — Jackson  v.  Mason,  108  N.  W.,  697,  13 
Detroit  Leg.  N.,  469. 

1043.  Michigan:  Amending  sec.  4,  act  No.  144,  Acts,  1901,  relative  to  the 
powers  of  boards  of  trustees  of  township  high  schools. 

Authorizing  admission  of  pupils  above  the  sixth  (formerly  eighth) 
grade.  Extending  compulsory  education  laws  to  said  schools. 

Authorizing  special  elections  or  meetings. 

Act  No.  126,  June  5,  1907. 

1044.  Michigan:  Amending  sec.  2,  act  No.  113,  Acts,  1901,  as  amended  by  act 
No.  171,  Acts,  1905,  relative  to  employment  of  children. 

Raising  age  of  employment  of  children  in  places  of  amusement  where 
liquors  are  sold  from  14  to  21  years. 

Sec.  1,  pp.  223-224,  act  No.  169,  June  18,  1907. 

1045*.  Minnesota:  Repealing  secs.  1804,  1805,  1806,  1807,  1S08,  1809,  1810, 
and  1811,  Revised  Laws,  1905,  relative  to  the  employment  of  children, 
and  enacting  a more  comprehensive  measure. 

Prohibiting  employment  of  children  under  14  years  of  age  during 
any  part  of  the  term  during  which  the  public  schools  are  in  session. 
Providing  for  employment  certificates  for  children  between  14  and  16 
years  of  age,  to  be  issued  by  superintendent  of  schools;  describing  cer- 
tificate. 

Limiting  hours  of  labor  for  children  under  16.  Providing  penalties 
for  violation,  and  prohibiting  certain  occupations  to  children.  Pro- 
viding for  physicians’  certificates  in  certain  cases. 

Chap.  299,  Apr.  22,  1907. 

1046.  Minnesota:  Amending  chap.  26,  Revised  Laws,  1905,  relative  to  schools 
for  the  deaf  and  the  blind,  by  adding  sec.  1937a,  requiring  the  attendance 
upon  school  of  deaf  children. 

Requiring  attendance  of  deaf  children  between  8 and  20  years  of  age 
upon  the  State  School  for  the  Deaf.  Providing  exceptions,  penalties, 
and  partial  census. 

Chap.  407,  Apr.  25,  1907. 

1047.  Mississippi:  Regulating  the  employment  of  children  in  mills,  factories, 
and  manufacturing  establishments,  and  providing  for  inspection  of  work- 
ing places,  and  for  the  punishment  of  violations. 

Children  under  12  not  to  be  employed  in  any  mill,  factory,  or  manu- 
facturing establishment.  Prescribing  maximum  number  of  hours  of 
labor,  and  other  conditions  of  employment,  for  children  under  16.  In- 
spections to  be  made  by  sheriffs  and  county  health  officers.  Penalties. 

Chap.  99,  Mar.  21,  1908. 

1048*.  Missouri : Regulating  the  employment  of  children  in  gainful  occupations 
and  providing  penalties  for  violation. 

Prohibiting  employment  of  children  under  14  years  of  age,  and  limit- 
ing hours  of  employment  of  children  under  16  years  of  age;  applying 
only  to  cities  of  10,000  or  more  inhabitants.  Prescribing  duties  of  em- 
ployees; providing  for  age  certificates  to  be  issued  by  state  factory 
inspector ; prohibiting  certain  employments  to  children  under  16  years  of 
age,  and  placing  enforcement  of  act  under  control  of  state  factory 
inspector.  Providing  penalties. 

S.  B.  No.  8,  p.  86,  Mar.  20,  1907. 


SCHOOL  POPULATION  AND  ATTENDANCE. 


197 


1040.  Missouri:  Enforcing  in  cities  of  500,000  inhabitants  or  over  the  con- 
stitutional right  of  every  child  in  the  State  to  an  education,  and  pro- 
viding for  truant  and  parental  schools  and  attendance  officers,  and  pro- 
hibiting the  employment  of  children  during  school  hours.  Repealing,  so 
far  as  applicable  to  such  cities,  act  of  Apr.  11,  1905  (p.  146). 

Compulsory  attendance  for  all  children  between  8 and  14  years,  and 
for  children  between  the  ages  of  14  and  16  years  not  actively  and  regu- 
larly employed,  for  a period  of  at  least  six  hours  each  day.  Providing 
for  exemptions,  for  attendance  officers,  and  for  the  establishment  of 
parental  and  truant  schools.  Prohibiting  employment  of  children  be- 
tween the  ages  of  8 and  16,  unless  provided  with  prescribed  certificates. 

(Applies  to  the  city  of  St.  Louis.) 

S.  B.  No.  364,  p.  428,  Mar.  19,  1907. 

1050.  Montana:  Prohibiting  the  employment  of  children  in  certain  occupations 
under  the  age  of  16  years ; providing  for  the  registration  of  the  age  of  all 
children,  and  for  the  issuance  of  an  age  certificate  and  the  disposition  of 
the  same;  forbidding  the  employment  of  children  in  certain  occupations 
without  such  certificate;  providing  for  the  enforcement  of  the  act,  and 
providing  penalties  for  violations. 

Employment  under  16  years  of  age  prohibited.  Age  certificates  to  be 
issued  by  commissioner  of  the  bureau  of  agriculture,  labor,  and  industry. 

Chap.  99,  Mar.  5,  1907. 

1051.  Nebraska:  Regulating  the  employment  and  use  of  child  labor,  and  pro- 
viding for  enforcement  of  provisions  and  penalties  for  violations. 

Prohibiting  employment  of  children  under  14  years  of  age  in  specified 
occupations  during  hours  when  public  schools  are  in  session.  Requiring 
employment  certificates  to  be  issued  by  superintendent  of  schools  for 
children  between  14  and  16  years  employed.  Prescribing  conditions  of 
certificate.  Limiting  hours  of  labor  and  prohibiting  certain  occupations 
to  children  between  14  and  16  years  of  age.  Providing  penalties  and  pro- 
cedure in  violations. 

Chap.  66,  Mar.  30,  1907. 

1052.  Nebraska:  Repealing,  and  reenacting  with  amendments,  sec.  1,  subdiv.  16, 
chap.  79,  Compiled  Statutes,  1905  (sec.  11293,  Cobbey’s  Annotated  Stat- 
utes, Supplement,  1905),  relative  to  compulsory  attendance. 

Providing  that  in  city  and  metropolitan  city  school  districts  children 
between  7 and  16  years  of  age  shall  attend  a public  day  school  for  the 
full  period  each  school  year  in  which  the  public  day  schools  are  in  ses- 
sion. Defining  more  accurately  conditions  of  attendance  upon  evening 
schools. 

Chap.  131,  Apr.  5,  1907. 

1053.  New  Jersey:  Supplementing  chap.  — , Laws,  1896  (Revisal  of  1896), 
relative  to  the  punishment  of  crimes. 

Prohibiting  unaccompanied  minors  under  16  years  of  age  from  attend- 
ing dance  halls,  theaters,  shows.  Excepting  school  and  pier  entertain- 
ments. Prohibiting  sale  of  liquor  to  minors  under  18  years;  also  prohib- 
iting such  minors  from  frequenting  billiard  halls. 

Chap.  185,  Apr.  13,  1908. 

1054.  New  Jersey:  Amending  sec.  153,  chap.  1,  Laws,  1903  (sp.  sess.),  relative 
to  school  attendance. 

Raising  upper  limit  of  compulsory  attendance  from  14  to  17.  Pre- 
scribing subjects  to  be  taught.  Exempting  children  above  15  completing 
the  grammar  school,  when  regularly  and  lawfully  employed;  those  not 
employed  to  attend  high  or  manual  training  school.  Transportation  of 
such  children  residing  in  districts  not  provided  with  such  schools. 

^ Chap.  231,  Apr.  13,  1908. 


198  STATE  SCHOOL  SYSTEMS  : LEGISLATION,  ETC.,  1906-8. 


1055.  New  York:  Amending  sec.  3,  tit.  16,  chap.  556,  Laws,  1894  (Consolidated 
School  Law),  as  added  to  by  chap.  671,  Laws,  1894,  as  amended  by  chap. 
606,  Laws,  1896,  and  by  chap.  459,  Laws,  1903;  amending  sec.  5,  tit.  16, 
chap.  556,  Laws,  1894,  as  amended  by  chap.  459,  Laws,  1903,  and  chap. 
280,  Laws,  1905,  relative  to  compulsory  education. 

Inserting  definite  provision  concerning  school  record  certificates. 

Chap.  103,  Apr.  3,  1907. 

1056.  New  York:  Amending  sec.  71,  chap.  415,  Laws,  1897,  as  amended  by  chap. 
184,  Laws,  1903,  and  chap.  518,  Laws,  1905;  amending  sec.  73  of  said 
chapter,  as  amended  by  chap.  184,  Laws,  1903;  amending  sec.  163  of 
said  chapter,  as  amended  by  chap.  255,  Laws,  1903,  and  chap.  518,  Laws, 
1905;  and  amending  sec.  165  of  said  chapter,  as  amended  by  chap.  255, 
Laws,  1903,  relative  to  issuance  of  employment  certificates  for  children 
in  factories  and  mercantile  establishments. 

Distinguishing  the  different  kinds  of  age  evidence  and  prescribing 
order  of  consideration.  Provisions  regarding  a physician’s  certificate 
added.  Number  of  days  of  required  attendance  to  be  during  the  twelve 
months,  instead  of  the  school  year,  preceding  14th  birthday. 

Chap.  291,  May  6,  1907.  (Oct.  1,  1907.) 

1057.  New  York:  Amending  sec.  3,  tit.  16,  chap.  556,  Laws,  1894  (Consolidated 
School  Law),  as  added  by  chap.  671,  Laws,  1894,  and  amended  by  chap. 
606,  Laws,  1896,  chap.  459,  Laws,  1903,  and  chap.  103,  Laws,  1907 ; 
amending  sec.  4 of  said  title,  as  added  by  chap.  671,  Laws,  1894,  as 
amended  by  chap.  606,  Laws,  1896,  and  by  chap.  459,  Laws,  1903 ; inserting 
sec.  4a  into  said  title;  and  amending  sec.  5 of  said  title,  as  added  by 
chap.  671,  Laws,  1894,  and  amended  by  chap.  459,  Laws,  1903,  chap.  280, 
Laws,  1905,  and  chap.  103,  Laws,  1907,  relative  to  compulsory  education 
of  children. 

Harmonizing,  with  respect  to  cities  of  the  first  and  second  classes, 
provisions  of  compulsory  education  and  labor  laws  relative  to  employ- 
ment certificates,  and  increasing  requirements  and  data  for  school  record 
certificates  for  children  between  14  and  16  years  of  age. 

“ Section  4a.  Any  principal  or  chief  executive  officer  of  a school  to 
whom  application  shall  have  been  made  for  a school  record  required 
under  the  provisions  of  the  labor  law  shall  issue  such  school  record  to 
said  child  as  follows : Such  school  record  shall  be  issued  and  signed  by 
the  principal  or  chief  executive  officer  of  the  school  which  such  child 
has  attended  and  shall  be  furnished,  on  demand,  to  a child  entitled 
thereto  or  to  the  board,  department  or  commissioner  of  health.  It  shall 
contain  a statement  certifying  that  the  child  has  regularly  attended  the 
public  schools  or  schools  equivalent  thereto  or  parochial  schools  for  not 
less  than  one  hundred  and  thirty  days  during  the  twelve  months  next 
preceding  his  fourteenth  birthday  or  during  the  twelve  months  next  pre- 
ceding his  application  for  such  school  record  and  is  able  to  read  and 
write  simple  sentences  in  the  English  language,  and  has  received  during 
such  period  instruction  in  reading,  writing,  spelling,  English  grammar 
and  geography  and  is  familiar  with  the  fundamental  operations  of  arith- 
metic up  to  and  including  fractions.  Such  school  record  shall  also  give 
the  date  of  birth  and  residence  of  the  child  as  shown  on  the  records  of 
the  school  and  the  name  of  its  parent  or  guardian  or  custodian.” 

Chap.  585,  July  15,  1907.  (Sept.  1,  1907.) 

1058.  New  York:  Amending  art.  12,  chap.  415,  Laws,  1897,  as  added  to  by  chap. 
151,  Laws,  1903,  as  amended  by  chap.  519,  Laws,  1905,  relative  to  chil- 
dren working  in  streets  and  public  places  in  cities  of  the  first  and  second 
classes. 

Adding  prohibition  relative  to  sale  of  magazines  and  periodicals. 
Providing  that  the  district  superintendent  or  other  official  appointed  by 
t.he  board  of  education,  before  issuing  a permit  or  badge,  “ shall  also 


SCHOOL  POPULATION  AND  ATTENDANCE. 


199 


have  received,  examined  and  placed  oil  file  the  written  statement  of  the 
principal  or  chief  executive  officer  of  the  school  which  the  child  is  attend- 
ing, stating  that  such  child  is  an  attendant  at  such  school,  that  he  is  of 
the  normal  development  of  a child  of  his  age  and  physically  fit  for  such 
employment,  and  that  said  principal  or  chief  executive  officer  approves 
the  granting  of  a permit  and  badge  to  such  child.”  Principals  must  also 
keep  complete  lists  of  all  children  in  their  schools  possessing  permits 
and  badges.  Changing  date  of  expiration  to  the  first  day  of  January, 
and  requiring  change  of  color  for  badge  each  year.  Adding  provision 
“ before  six  o’clock  in  the  morning  ” to  section  relating  to  limit  of  hours. 
Providing  for  revocation  and  surrender  of  permits  and  badges. 

Chap.  588,  July  16,  1907.  (Oct.  1,  1907.) 

1059.  North  Carolina:  Relative  to  compulsory  attendance  in  Goldsboro  Town- 
ship, Wayne  County. 

Providing  for  compulsory  attendance  of  children  between  7 and  16 
years.  Provisos,  exemptions,  penalties,  etc.  (Refers  to  city  of  Golds- 
boro. ) 

Amended  by  chap.  778,  Mar.  8,  1907,  making  act  effective  Jan.  15,  1909. 

Chap.  375,  Feb.  25,  1907. 

1060*.  North  Carolina:  Requiring  attendance  upon  public  schools. 

Providing  for  the  submission  of  the  question  of  compulsory  attendance, 
upon  petition  of  any  township  or  school  district,  by  the  county  board  of 
education.  Prescribing  procedure  for  such  elections. 

In  townships  and  districts  adopting  compulsory  attendance,  and  upon 
order  of  county  board  of  education,  children  between  8 and  14  years  of 
age  must  attend  public  school  for  sixteen  weeks  each  year,  excepting 
children  over  12  years,  lawfully  employed.  Other  exemptions : Indigency 
of  parent  or  guardian,  and  abnormal  mental  or  physical  condition  of 
child. 

Constituting  the  employment  of  children  under  12  a misdemeanor ; 
proviso.  Provisions  concerning  census  lists,  reports  of  attendance  by 
teachers,  and  prosecutions  for  violations. 

Excepting  eleven  specified  counties  from  the  application  of  the  act. 

Chap.  894,  Mar.  11,  1907. 

1061.  North  Carolina:  Compelling  white  deaf  children  to  attend  school. 

Prescribing  school  attendance  of  forty-five  months  for  white  deaf 
children  between  the  ages  of  8 and  35  years.  Provisos  and  exceptions. 

Chap.  1007,  Mar.  11,  1907. 

D 1062.  North  Carolina  (1907)  : Laws,  1905,  p.  227,  chap.  213,  requiring  certain 
Indian  children  to  attend  school,  is  not  unconstitutional  as  class  legisla- 
tion.— State  v.  Wolf,  59  S.  E.,  40. 

1063.  North  Carolina:  Amending  sec.  2,  chap.  213,  Laws,  1905,  relative  to  the 
compulsory  attendance  of  Indian  children  at  school. 

Increasing  period  of  required  attendance  from  nine  to  ten  months. 
Modifying  application  of  act  relative  to  proportion  of  Indian  blood — one- 
seventeenth  instead  of  one-eighth. 

Chap.  59,  Jan.  31,  1908  (sp.  sess.). 

1064*.  North  Dakota:  Amending  sec.  894,  Revised  Codes,  1905,  relative  to 
compulsory  education. 

Striking  out  clause  concerning  eight  months’  period  of  attendance  for 
deaf  or  feeble-minded  child.  Extending  enforcement  of  act  to  all  chil- 
dren residing  within  3 miles  of  schoolhouse  (formerly  2£).  Parents  and 
guardians  not  to  be  prosecuted  without  ten  days’  notification  to  comply 
with  law. 

Chap.  98,  Mar.  14,  1907. 

1065.  North  Dakota:  Amending  sec.  8983,  Revised  Codes,  1905,  relative  to  pro- 
hibiting minors  in  certain  public  places. 

Prohibiting  “ any  person  attending  a local  high  school  ” from  playing  or 
being  employed  in  any  pool  or  billiard  hall,  bowling  alley,  etc. 

Chap.  128,  Mar.  19,  1907. 


200  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1006.  Ohio:  Repealing,  and  reenacting  with  amendments,  secs.  1,  2,  and  3, 
S.  B.  58,  p.  321,  Laws,  1904  (sec.  6986-7,  Revised  Statutes,  1905),  and 
sec.  4,  H.  B.  34,  p.  123,  Laws,  1898  (sec.  6986-10,  Revised  Statutes,  1905), 
relative  to  the  employment  of  minors. 

Sundry  amendments.  Age  and  school  certificate  provisions  strength- 
ened. 

H.  B.  714,  p.  30,  Feb.  28,  1908. 

D 1067.  Ohio  (1905)  : Rev.  Stat.,  sec.  4022a,  relating  to  the  attendance  of 
children  of  school  age  on  the  public  schools,  is  violative  of  constitution, 
art.  2,  sec.  26,  in  conferring  a privilege  on  a portion  of  the  children  of 
school  age  who  reside  farther  than  1J  miles  from  the  school  where  they 
have  a legal  residence,  and  not  on  others,  though  similarly  situated. — 
Cincinnati  School  District  v.  Oakley  Special  School  Dist.  No.  11,  27  Ohio 
Oir.  Ct.  R.,  824. 

1068*.  Oklahoma:  Providing  for  the  compulsory  attendance  in  the  public 
schools  of  children  between  the  ages  of  8 and  16  years. 

Providing  for  exemptions ; procedure  for  enforcement.  Prescribing 
that  necessary  books  shall  be  furnished  to  needy  children.  Establishing 
scholarships. 

“ Sec.  4.  If  any  widowed  mother  shall  make  affidavit  to  the  effect 
that  the  wages  of  her  child  or  children,  under  16  years  of  age,  are  neces- 
sary to  the  support  of  such  widowed  mother,  then  the  county  superin- 
tendent of  public  instruction  may  after  careful  investigation,  in  his  dis- 
cretion, upon  the  recommendation  of  the  school  district  board,  or  board 
of  education  of  cities  of  the  first  class,  furnish  such  child  or  children  a 
certificate  called  a “ scholarship,”  stating  the  amount  of  wages  such 
child  or  children  are  receiving,  or  so  much  of  such  wages  as  shall  be 
deemed  necessary  so  long  as  such  child  or  children  shall  attend  the  public 
school  in  accordance  with  the  provisions  of  this  act ; which  aid  may  be 
allowed  and  paid  upon  the  certificate  of  the  county  superintendent  of 
public  instruction  to  the  child  or  children  holding  such  scholarship,  by 
the  board  of  county  commissioners  of  the  county  in  which  such  child  or 
children  reside.” 

Chap.  34,  H.  B.  31,  p.  393,  April  10,  1908. 

1069.  Oregon:  Repealing  secs.  3423,  3424,  and  3425,  B.  and  C.,  1901,  relative 

to  compulsory  education. 

Compulsory  attendance  for  children  9 to  14  years  of  age,  and  children 
between  14  and  16  years  of  age  not  regularly  and  lawfully  employed. 
Attendance  for  entire  period  of  public-school  sessions.  Exceptions.  Pro- 
viding for  the  appointment  and  compensation  of  truant  officers.  Pro- 
viding also  for  procedure  for  enforcement.  (See  also  p.  79,  Laws,  1903, 
and  chap.  208,  Laws,  1905.) 

Chap.  79,  Feb.  23,  1907. 

1070.  Pennsylvania:  Amending  sec.  1,  act  No.  335,  Acts,  1901,  relative  to 
school  attendance  and  certificates. 

Providing  for  the  issuance  of  school  certificates  by  a superintendent  of 
schools,  notary  public,  or  anyone  who  can  administer  oaths  in  cities 
and  boroughs,  and  by  secretary  of  school  board  in  rural  districts.  Rais- 
ing age  of  exemption  of  working  children  who  can  read  and  write  (from 
13  to  16)  to  14  to  16. 

Act  No.  237,  May  29,  1907. 

1071.  Pennsylvania:  Amending  secs.  2,  3,  and  5,  act  No.  335,  Acts,  1901,  re- 
lating to  school  attendance,  and  providing  attendance  officers. 

Providing  penalty  of  fine  of  $10  to  $30  for  employment  of  a child  not 
in  attendance  at  school  as  stipulated.  Authorizing  attendance  officers  to 
enter  any  place  of  employment  to  inspect  the  records  required  by  law. 
Providing  penalties  for  refusal  to  permit  such  inspection.  Authorizing 
the  dismissal  of  children  illegally  employed  and  providing  penalty  for 
violation.  Extending  the  police  power  of  attendance  officers  to  incorri- 
gible children ; and  providing  for  proceedings  against  persons  violating 
the  provisions  of  the  act. 

Act  No.  241,  May  29,  1907. 


SCHOOL  POPULATION  AND  ATTENDANCE. 


201 


1072.  South  Dakota:  Providing  for  the  compulsory  education  of  Indian  chil- 
dren at  schools  when  tuition,  lodging,  and  board  are  furnished  at  the 
expense  of  the  United  States. 

Compulsory  period  6 to  18.  Prescribing  penalties. 

Chap.  13G,  Mar.  8,  1907. 

1073.  South  Dakota:  Providing  for  the  compulsory  education  of  the  deaf  and 
blind. 

Defining  duties  and  authority  of  county  judges  and  county  superin- 
tendents of  schools.  Providing  for  payment  of  expense. 

Chap.  137,  Mar.  4,  1907. 

1074.  Tennessee:  Providing  for  and  enforcing  the  education  of  all  children 
between  the  ages  of  8 and  16  years  in  counties  having  a population  of  not 
less  than  11,000  nor  more  than  11,100,  according  to  the  federal  census 
of  1900,  or  any  subsequent  federal  census,  and  a population  of  not  less 
than  17,300  and  not  more  than  17,400  by  the  last  or  any  subsequent  fed- 
eral census. 

Minimum  period  of  attendance  fixed  at  sixteen  consecutive  weeks. 
Providing  for  exemptions  and  for  the  care  of  indigents.  Prohibiting  the 
employing  of  children  of  compulsory  age  during  school  sessions  unless 
provision  concerning  minimum  school  attendance  has  been  complied  with. 
Prescribing  conditions  for  enforcement  and  penalties  for  violation. 

(Became  law  without  governor’s  signature.) 

Chap.  603,  Apr.  2,  1907.  (June  30,  1907.) 

1075.  Tennessee:  Providing  for  and  enforcing  the  education  of  all  children 
between  the  ages  of  8 and  16  years  in  counties  having  a population  of 
not  less  than  17,300  and  not  more  than  17,400,  according  to  the  federal 
census  of  1900,  or  any  subsequent  federal  census. 

(Similar  act  to  preceding.  Became  law  without  governor’s  signature.) 

Chap.  604,  Apr.  4,  1907.  (June  30,  1907.) 

1076.  Vermont:  Amending  sec.  712,  chap.  38,  Statutes,  1894,  as  amended  by 
sec.  1,  act  No.  155,  Acts,  1904 ; sec.  715,  chap.  38,  Statutes,  1894 ; sec.  1, 
act  No.  155,  Acts,  1904 ; sec.  716,  chap.  38,  Statutes,  1S94,  as  amended  by 
sec.  2,  act  No.  39,  Acts,  1904 ; sec.  71S,  chap.  38,  Statutes,  1894,  as  amended 
by  sec.  1,  act  No.  26,  Acts,  1898,  relative  to  truancy  and  child  labor. 

Extending  provisions  so  as  to  include  quarries  and  railroad  companies. 
Providing  for  school  certificates  for  children  under  16  years  of  age  who 
have  not  completed  the  elementary  course  of  study  of  nine  years. 

Act  No.  52,  Dec.  19,  1906. 

1077.  Vermont:  Providing  educational  privileges  for  children  of  school  age 
in  unorganized  towns  or  gores. 

Authorizing  the  commissioner  of  taxes  of  unorganized  town  or  gore  to 
assess  a tax,  not  exceeding  50  per  cent,  for  payment  of  expenses,  not  to 
exceed  $1.50  a week.  Granting  to  commissioner  of  taxes  the  powers  and 
duties  of  school  directors  and  truant  officers  of  organized  towns ; and  ex- 
tending provisions  of  attendance  laws  to  unorganized  towns  and  gores. 

Act  No.  59,  Nov.  21,  1906.  (Apr.  1,  1907.) 

1078.  Virginia:  Regulating  the  employment  of  children  in  factories,  mercan- 
tile establishments,  workshops,  and  mines  on  and  after  Mar.  1,  1909. 

Fixing  minimum  age  limit  at  13  years  after  Mar.  1,  1909,  and  at  14 
years  after  Mar.  1,  1910.  Providing  for  exceptions  and  penalties.  (No 
educational  provisions.) 


Chap.  301,  Mar.  13,  3908. 


202  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1079.  Virginia:  Providing,  in  certain  cases,  for  the  compulsory  attendance  of 
children  between  the  ages  of  8 and  12  years  upon  the  public  schools,  and 
providing  penalty  for  failure,  and  designating  the  manner  of  collecting 
such  penalties. 

Requiring  attendance  for  twelve  weeks  in  each  school  year,  six  of 
which  to  be  consecutive.  Numerous  causes  for  exception.  Act  to  become 
operative  within  any  county,  city,  or  town  only  after  submission  and 
adoption  by  qualified  electors.  Prescribing  election  procedure. 

Chap.  364,  Mar.  14,  1908. 

1080.  Washington:  Repealing  chap.  136,  Laws,  1903,  relative  to  child  labor, 
and  enacting  a substitute. 

Prohibiting  employment  of  persons  under  19  years  of  age  as  messen- 
gers. Providing  for  permits  to  labor  to  be  issued  by  judge  of  juvenile 
court  to  male  children  over  14  years  of  age. 

Chap.  128,  Mar.  11,  1907. 

1081.  Washington:  Relating  to  the  compulsory  education  of  children  between 
the  ages  of  8 and  15  years,  forbidding  the  employment  of  children  during 
the  session  of  the  public  schools,  providing  penalties,  and  repealing  con- 
flicting acts. 

Chap.  231,  Mar.  16,  1907. 

• 

1082*.  Washington:  Amending  sec.  71,  chap.  118,  Laws,  1897  (Code  of  Public 
Instruction),  relative  to  compulsory  attendance. 

Extending  annual  period  of  compulsory  attendance  from  three  months 
to  the  entire  session  of  the  public  schools. 

Sec.  7,  chap.  240,  Mar.  18,  1907. 


1083.  Wisconsin:  See  enactment  No.  15^6. 

1084.  Wisconsin:  Amending  sec.  558,  Statutes,  189S,  as  amended  by  chap.  450, 
Laws,  1901,  relative  to  the  apportionment  of  the  school  fund. 

Requiring  the  maintenance  of  an  eight  (formerly,  seven)  months’ 
session. 

Chap.  108,  May  16,  1907. 

1085*.  Wisconsin:  Amending  secs.  439a  and  439b,  Statutes,  1898,  as  amended 
by  chap.  189,  Laws,  1903,  and  adding  secs.  439cb,  439cc,  and  439cd,  rela- 
tive to  attendance  at  school. 

Requiring  attendance  of  children  between  the  ages  of  7 and  14,  and 
of  those  between  14  and  16,  unless  employed  in  accordance  with  chap. 
349,  Laws,  1903,  during  entire  annual  session  of  school  in  cities  of  first 
class,  eight  months  in  other  cities,  and  six  months  (formerly,  five)  in 
towns  and  villages.  Defining  “ regular  attendance.”  Fixing  time  of 
enrollment.  Prescribing  compulsory  attendance  without  exemption  on 
account  of  distance  from  school  in  districts  furnishing  transportation. 
Providing  for  exemptions  of  children  completing  course  of  study  of 
common  schools. 

Requiring  ten  (formerly,  three)  or  more  truant  officers  in  cities  of 
the  first  class,  and  one  or  more  in  cities  of  over  2,000  (formerly,  10,000) 
inhabitants.  Making  sheriff,  undersheriff,  and  deputies  truant  officers 
in  smaller  cities,  towns,  and  villages. 

Providing  for  census  lists,  reports  of  attendance  and  nonattendance  of 
pupils,  and  for  procedure  for  enforcement  of  act.  Providing  also  for 
compensation  of  truant  officers  and  sheriffs. 

Chap.  446,  June  29,  1907. 

1086.  Wisconsin:  Amending  secs.  1 to  10,  inclusive,  chap.  274,  Laws,  1899,  as 
amended  by  chap.  182,  Laws,  1901,  as  amended  by  chap.  349,  Laws,  1903, 
and  making  them  secs.  1728a  to  1728j,  Statutes,  1898,  relative  to  child 
labor. 


SCHOOL  DTSOTPLTNK. 


203 


Granting  to  register  of  probate  same  power  as  officers  already  desig- 
nated in  issuance  of  child  labor  permits.  Forbidding  delegation  of  such 
power,  and  requiring  that  child  must  be  able  to  read  and  write  simple 
sentences  in  the  English  or  his  native  language  as  a condition  for  grant- 
ing permit. 

Enumerating  in  greater  detail  places  where  children  under  the  age 
of  16  years  may  not  be  employed.  Making  maximum  number  of  work- 
ing hours  in  one  week  fifty-five.  Changing  hour  limits  from  9 at  night 
and  6 in  the  morning  to  G at  night  and  7 in  the  morning,  except  for 
children  working  in  stores,  or  newsboys. 

Leaving  to  person  issuing  permit  decision  as  to  physical  ability  of  child. 

Increasing  minimum  fine  of  employer  violating  law  from  $10  to  $25, 
and  providing  that  employer  or  parent  may  be  imprisoned  in  county  jail 
thirty  days.  , 

Chap.  523,  July  9,  1907. 

1087*.  Wyoming:  Repealing  secs.  554  and  555,  Revised  Statutes,  1899,  relating 
to  compulsory  education,  and  enacting  substitutes. 

Fixing  period  of  compulsory  attendance;  children  between  7 and  14  to 
attend  school  each  year  for  the  first  six  months  during  which  the  public 
schools  are  in  session.  Exceptions.  Providing  for  enforcement  by  sher- 
iffs, constables,  and  truant  officers.  Clerks  of  school  districts  to  furnish 
officers  with  enumeration  lists. 

Chap.  93,  Feb.  21,  1907. 


I.  SCHOOL  DISCIPLINE. 

The  most  significant  legislative  event  of  the  biennium  has  been 
the  decisive  manner  in  which  a number  of  States  have  acted  against 
the  so-called  high  school  fraternity.  The  extent  of  this  legislative 
activity  is  indicative  of  the  importance  that  these  organizations 
have  assumed  in  the  life  of  the  secondary  schools  of  certain  States. 
Owing  to  the  widespread  interest  in  this  legislation,  it  has  been 
thought  desirable  to  present  in  full  several  of  these  enactments. 


(a)  General. 

1088.  California:  Adding  section  367b  to  the  Penal  Code,  providing  against  the 
offense  of  hazing. 

“ Whosoever  being  a student,  or  being  a person  in  attendance  at  any 
public,  private,  parochial,  or  military  school,  college  or  other  educational 
institution,  conspires  to  haze  or  engages  in  hazing  or  commit  any  act 
that  injures,  degrades  or  disgraces,  or  tends  to  injure,  degrade,  or  dis- 
grace any  fellow  student  or  person  attending  such  institution  shall  be 
guilty  of  a misdemeanor,  and  upon  conviction  shall  be  fined  not  less 
than  fifty  nor  more  than  five  hundred  dollars,  or  imprisoned  in  the 
county  jail  not  more  than  six  months,  or  both.” 

Chap.  483,  Mar.  22,  1907. 

1089.  Colorado:  Providing  for  the  prevention  of  “hazing”  and  other  vicious 
practices  in  state  institutions,  and  for  the  punishment  thereof. 

Requiring  officers  of  state  institutions  to  punish,  dismiss,  or  expel 
teachers,  employees,  or  students  found  guilty  of  hazing. 

Chap.  154,  Apr.  4,  1907. 


204  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


]>  3090.  Illinois  (1908)  :a  A rule  adopted  by  the  board  of  education  of  the 
city  of  Chicago  adverse  to  secret  school  societies  held  neither  unreason- 
able nor  unlawful. — Wilson  v.  Board  of  Education  of  Chicago  (111.),  84 
N.  E.,  G97. 

1>  1091.  Illinois  (1908)  : “Per  curiam.  This  was  a bill  in  chancery  filed  by 
the  plaintiffs  in  error  in  the  circuit  court  of  Cook  County  to  enjoin  the 
defendant  in  error  from  enforcing  a rule  adopted  by  the  defendant  in 
error  known  as  the  “ antifraternity  rule.”  A demurrer  was  interposed 
to  the  bill  and  sustained  and  the  bill  dismissed  for  want  of  equity.  The 
decree  of  the  circuit  court  was  affirmed  by  the  appellate  court  for  the 
first  district,  and  this  writ  of  error  has  been  sued  out  from  this  court 
to  the  appellate  court  to  review  the  judgment  of  that  court  in  affirming 
the  decree  of  the  circuit  court. 

“ The  questions  raised  upon  this  record  are  identical  with  those  raised 
in  the  case  of  Wilson  v.  Board  of  Education  of  Chicago,  233  111.,  464 ; 

84  N.  E.,  697,  and  the  decision  in  that  case  is  decisive  of  this  case.  In 
accordance,  therefore,  with  the  holding  of  this  court  in  that  case,  the 
judgment  of  the  appellate  court  affirming  the  decree  of  the  circuit  court 
will  be  affirmed.” 

Judgment  affirmed. — Favorite  et  al.  v.  Board  of  Education  of  Chicago, 

85  N.  E.,  402. 

1092.  Indiana:  Enlarging  the  powers  of  boards  of  school  commissioners,  boards 
of  trustees,  township  trustees,  superintendents  of  schools,  and  others 
having  the  government  of  such  schools,  prohibiting  secret  societies  and 
fraternities,  and  declaring  an  emergency. 

“ Section  1.  Be  it  enacted  * * *,  That  the  common  schools  of  the 

State  of  Indiana,  both  elementary  and  high  schools,  shall  be  open  to  all 
children  until  they  complete  the  courses  of  study  in  said  common  schools, 
subject  to  the  authority  of  the  teachers  therein  and  to  all  the  rules  and 
regulations  provided  by  the  proper  authorities  for  the  government  of 
such  schools.  It  shall  be  unlawful  for  the  pupils  in  any  of  the  ele- 
mentary or  high  schools  of  this  State  to  form  secret  societies,  fraternities, 
or  other  similar  organizations  in  such  schools ; and  the  board  of  school 
commissioners  or  board  of  trustees  of  any  school  town  or  city,  and  the 
trustee  of  any  school  township,  and  the  superintendent  of  any  school, 
are  hereby  required  to  enforce  the  provisions  of  this  act  by  suspending, 
or,  if  necessary,  expelling  a pupil  in  any  elementary  or  high  school  who 
refuses  or  neglects  to  obey  such  rules  or  regulations  or  any  of  them. 

“ Sec.  2.  An  emergency  exists  for  the  immediate  taking  effect  of  this 
act,  and  it  shall  be  in  force  from  and  after  its  passage.” 

Chap.  278,  Mar.  12,  1907. 

D 1093.  Iowa  (1906)  : Under  Code,  sec.  2772,  authorizing  school  directors  to 
make  rules  and  regulations  for  the  government  of  pupils,  the  board  of 
directors  of  a high  school  had  authority  to  prohibit  pupils  of  such  school 
from  playing  football  in  a game  purporting  to  be  played  under  the 
auspices  of  the  school  by  a team  purporting  to  represent  the  school, 
though  the  game  was  not  played  in  school  hours  nor  on  or  near  the 
school  grounds. — Kinzer  v.  Directors  of  Independent  School  Dist.  of 
Marion,  105  N.  W.,  686. 

1094*.  Kansas:  Making  it  unlawful  for  high  school  pupils  to  belong  to  any 
secret  organization  in  any  way  connected  with  public  schools. 

“ Section  1.  It  shall  be  unlawful  for  the  pupils  of  any  high  schools  to 
participate  in  or  be  members  of  any  secret  fraternity  or  secret  organiza- 
tion whatsoever  that  is  in  any  degree  a school  organization. 

“ Sec.  2.  Any  boards  of  education  or  board  of  trustees  of  county  high 
schools  are  hereby  authorized  and  empowered  to  deny  to  any  student  regu- 
larly enrolled  in  such  high  school,  who  shall  violate  section  1 of  this  act, 
any  or  all  of  the  privileges  of  such  high  school  or  to  expel  such  student 
for  failure  or  refusal  to  comply  with  the  requirements  of  this  act. 

“ Sec.  3.  This  act  shall  take  effect  from  and  after  its  publication  in 
the  statute-book.” 

Chap.  320,  Mar.  9,  1907. 


a See  p.  329  for  complete  text  of  decision. 


SCHOOL  DISCIPLINE. 


205 


1095.  Minnesota:  Prohibiting  secret  fraternities  and  societies  being  formed  in 
the  public  schools  of  the  State,  empowering  and  making  it  the  duty  of 
school  directors  to  adopt  rules  and  regulations  relating  thereto  and  to 
enforce  the  same,  and  making  it  an  offense  to  solicit  pupils  to  join  them, 
and  prescribing  the  penalty  therefor. 

“ Prohibits  secret  fraternities  in  the  public' schools. — Section  1.  That 
from  and  after  the  passage  of  this  act  it  shall  be  unlawful  for  any  pupil, 
registered  as  such,  and  attending  any  public  high  school,  district,  primary 
or  graded  school,  which  is  partially  or  wholly  maintained  by  public  funds, 
to  join,  become  a member  of,  or  to  solicit  any  other  pupil  of  any  such 
school  to  join,  or  become  a member  of  any  secret  fraternity  or  society 
wholly  or  partially  formed  from  the  membership  of  pupils  attending  any 
such  schools  or  to  take  part  in  the  organization  or  formation  of  any  such 
fraternity  or  society,  except  such  societies  or  associations  as  are  sanc- 
tioned by  the  directors  of  such  schools. 

“ Directors  to  establish  rules  and  regulations. — Sec.  2.  The  directors 
of  all  such  schools  shall  enforce  the  provisions  of  section  1 of  this  act, 
and  shall  have  full  power  and  authority  to  make,  adopt  and  modify  all 
rules  and  regulations  which  in  their  judgment  and  discretion  may  be 
necessary  for  the  proper  governing  of  such  schools  and  enforcing  all  the 
provisions  of  sec.  1 of  this  act. 

“ Directors  shall  have  power  to  suspend  or  dismiss. — Sec.  3.  The 
directors  of  such  schools  shall  have  full  power  and  authority,  pursuant 
to  the  adoption  of  such  rules  and  regulations  made  and  adopted  by  them, 
to  suspend,  or  dismiss  any  pupil  or  pupils  of  such  schools  therefrom,  or 
to  prevent  them,  or  any  of  them,  from  graduating  or  participating  in 
school  honors  when,  after  investigation,  in  the  judgment  of  such  directors, 
or  a majority  of  them,  such  pupil  or  pupils  are  guilty  of  violating  any  of 
the  provisions  of  sec.  1 of  this  act,  or  who  are  guilty  of  violating  any 
rule,  rules  or  regulations  adopted  by  such  directors  for  the  purpose  of 
governing  such  schools  or  enforcing  sec.  1 of  this  act. 

“ Soliciting  a misdemeanor , by  persons , not  pupils — municipal  and 
justice  courts  to  have  jurisdiction. — Sec.  4.  It  is  hereby  made  a misde- 
meanor for  any  person,  not  a pupil  of  such  schools  to  be  upon  the  school 
grounds,  or  to  enter  any  school  building  for  the  purpose  of  ‘ rushing  ’ or 
soliciting,  while  there,  any  pupil  or  pupils  of  such  schools  to  join  any 
fraternity,  society,  or  association  organized  outside  of  said  schools.  All 
municipal  courts  and  justice  courts  in  this  State  shall  have  jurisdiction 
of  all  offences  committed  under  this  section,  and  all  persons  found  guilty 
of  such  offences  shall  be  fined  not  less  than  two  dollars  nor  more  than 
ten  dollars,  to  be  paid  to  the  city  or  village  treasurer,  when  such  schools 
are  situated  inside  of  the  corporate  limits  of  any  city  or  village,  and  to 
the  county  treasurer,  when  situated  outside  of  the  corporate  limits  of 
any  such  city  or  village,  or  upon  failure  to  pay  such  fine,  to  be  impris- 
oned for  not  more  than  ten  days. 

“ Sec.  5.  All  acts  and  parts  of  acts  inconsistent  herewith  are  hereby 
repealed. 

Chap.  149,  Apr.  11,  1907. 


1096.  Minnesota : Prohibiting  the  manufacture,  sale,  or  use  of  adulterated 
cigarettes,  and  prohibiting  the  use  of  tobacco  by  persons  under  18  and  by 
all  minor  pupils  of  the  public  schools. 

Defining  age  limits,  penalties,  etc. 

Chap.  386,  Apr.  24,  1907. 

1097*.  Ohio:  Abolishing  fraternities,  sororities,  and  other  like  societies  among 
pupils  of  the  public  schools. 

Section  1.  It  shall  be  unlawful  for  any  pupil  of  the  public  schools  of 
the  state  of  Ohio  in  any  manner  to  organize,  join  or  belong  to  any  frater- 
nity or  sorority  or  other  like  societies  composed  or  made  up  of  pupils  of 
the  public  schools. 

“ Sec.  2.  It  shall  be  the  duty  of  every  teacher,  principal,  or  superintend- 
ent having  knowledge  or  reason  to  believe  that  such  fraternity,  sorority, 
or  like  society  is  being  organized  or  maintained  in  any  of  the  schools  of 
the  state,  or  that  any  of  the  pupils  attending  said  schools  are  organizing 


206 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


or  belonging  to  such  fraternity,  sorority  or  like  society,  to  advise  imme- 
diately the  president  or  secretary  of  the  board  of  education  in  charge  of 
such  schools  of  such  facts.  Upon  receipt  of  such  notice,  it  shall  be  the 
duty  of  such  board  of  education,  within  thirty  days  after  the  receipt 
thereof,  and  after  not  less  than  ten  days’  written  notice  to  the  persons 
charged  with  violating  this  act,  or  to  their  parents  or  guardians,  to  investi- 
gate the  charges  therein  contained,  and  if  such  board  of  education  find 
the  same  to  be  correct  and  true,  it  shall  be  the  duty  of  the  secretary  of 
such  board  to  notify  immediately,  in  writing,  any  and  all  pupils  organiz- 
ing, joining  or  belonging  to  such  fraternity,  sorority  or  like  society  to 
disband  and  discontinue  the  same  and  to  withdraw  therefrom  within 
five  days  from  the  receipt  of  said  notice. 

“ And  if  within  such  time  any  pupil  guilty  of  organizing,  joining  or 
belonging  to  any  such  fraternity,  sorority  or  like  society  shall  fail  to 
obey  said  notice,  said  pupil  shall  have  violated  the  rules  of  the  school  and 
be  immediately  suspended  from  the  public  schools  of  this  state  by  the 
superintendent  or  principal  in  charge  of  the  same  in  cities  or  districts 
having  such  superintendent  or  principal,  or  by  the  clerk  of  the  board  of 
education  in  villages,  special  and  township  districts  not  having  such  su- 
perintendent or  principal,  until  such  pupil  shall  comply  with  the  order  of 
the  board. 

“ Sec.  3.  Any  officer,  teacher,  principal,  superintendent  or  other  persons 
mentioned  in  this  act  neglecting  to  perform  any  duty  imposed  upon  him 
by  this  act,  upon  conviction  thereof,  shall  be  fined  not  less  than  ten  dol- 
lars ($10)  nor  more  than  twenty-five  dollars  ($25)  for  each  offense. 

“ Sec.  4.  This  act  shall  take  effect  and  be  in  force  from  and  after  the 
first  day  of  July,  1908.” 

H.  B.  1120,  p.  253,  Apr.  30,  1908.  (July  1,  1908.) 

D 1098.  Washington  (1905)  : Laws,  1903,  p.  328,  chap.  156,  sec.  12,  pro- 
hibiting “ any  person  ” from  disturbing  a public  school,  is  sufficiently 
broad  to  include  an  enrolled  pupil  of  the  school  disturbed. — State  v.  Pack- 
enham,  82  P.,  597 ; 40  Wash.,  403. 

D 1099.  Washington  (1906)  : Ballinger’s  Ann.  Codes  and  Stat.,  sec.  2334,  pro- 
vides that  every  common  school  shall  be  open  to  all  children  between  the 
specified  school  ages.  Sec.  2339  provides  that  all  pupils  shall  comply 
with  the  regulations  established  for  the  government  of  the  schools  and 
submit  to  the  authority  of  teachers,  and  sec.  2362,  subdiv.  5,  authorizes 
school  directors  to  adopt  and  enforce  such  regulations  as  may  be  deemed 
essential  to  the  well-being  of  the  school,  and  subdiv.  6 authorizes  them 
to  suspend  or  expel  the  pupils  wTho  refuse  to  obey  the  rules.  Held,  that 
the  directors  of  a school  district  had  authority  to  deny  to  those  pupils 
belonging  to  a secret  fraternity  contrary  to  the  rules  of  the  school  par- 
ticipation in  athletic,  literary,  military,  and  similar  school  organizations, 
constituting  no  part  of  the  school  work,  though  the  meetings  of  the 
fraternity  were  held  at  the  homes  of  the  members,  after  school  hours, 
and  with  parental  consent. — Wayland  v.  Board  of  School  Directors  of 
Dist.  No.  1,  Seattle,  86  P.,  642. 

1100.  Wisconsin:  Creating  secs.  4608v  and  4608w,  Statutes,  1908,  prohibiting 
the  use  of  cigarettes,  cigars,  and  tobacco  by  persons  under  sixteen  years 
of  age. 

Providing  fine  of  not  more  than  $10  or  imprisonment  for  not  more 
than  thirty  days  for  any  person  under  sixteen  found  using  tobacco  in  any 
public  place  when  not  accompanied  by  parent  or  guardian.  Providing 
same  punishment  with  increase  to  $25  for  second  offense,  or  for  anyone 
allowing  such  a person  to  use  tobacco  in  or  .upon  premises  occupied 
by  him. 


Chap.  463,  July  1,  1907. 


SCHOOL  DISCIPLINE, 


207 


(b)  Corporal  Punishment. 

D 1101.  North  Carolina  (1904)  : Where  a school-teacher  exercises  his  judg- 
ment in  whipping  a pupil,  the  presumption  is  that  he  exercised  it  cor- 
rectly.—State  v.  Thornton,  48  S.  E.,  602 ; 136  N.  C.,  610. 

Within  the  sphere  of  his  authority,  the  school-teacher  is  the  judge 
as  to  when  the  correction  of  a pupil  is  required,  and  of  the  degree  of 
correction  necessary. — Ibid. 

When  the  correction  administered  by  a school-teacher  is  not  in  itself 
immoderate,  and  therefore  beyond  the  authority  of  the  teacher,  its 
legality  or  illegality  must  depend  entirely  on  the  quo  animo  with  which 
it  is  administered.— Ibid. 

Where  a school  has  not  been  well  managed  prior  to  defendant’s  em- 
ployment as  teacher,  and  he  was  specially  requested  to  be  more  strict 
in  compelling  obedience  to  the  rules,  he  has  no  more  authority  by  reason 
thereof  than  he  would  otherwise  have  possessed. — Ibid. 

1)  1102.  Texas  (1907)  : The  jury,  in  determining  whether  a teacher,  who 
punished  a scholar,  was  guilty  of  assault,  must  consider  his  acts  and 
the  acts  of  the  scholar,  and  the  teacher’s  guilt  must  not  be  measured 
alone  by  severity  of  the  punishment,  but  by  his  intention  in  inflicting  it ; 
and  if  the  punishment  was  inflicted  in  good  faith,  without  intention  to 
injure  the  scholar,  but  only  to  enforce  the  rules  of  the  school,  the  teacher 
was  not  guilty,  though  he  used  more  force  than  was  necessary. — Greer  v. 
State,  106  S.  W.,  359. 

Where  a teacher  corrects  a scholar  and  inflicts  corporal  punishment, 
the  presumption  is  that  the  same  is  done  in  the  exercise  of  lawful 
authority,  and  it  does  not  devolve  on  the  teacher  to  show  his  innocent 
intention ; and,  if  the  punishment  is  inflicted  without  any  intent  to 
injure  the  scholar,  the  teacher  is  not  guilty  of  assault,  though  the  punish- 
ment is  more  severe  than  necessary. — Ibid. 


(c)  Suspension  and  Expulsion. 

1103.  Kansas:  Repealing,  and  reenacting  with  amendment,  sec.  14,  chap.  147, 
Laws,  1886,  relative  to  county  high  schools  in  counties  having  a popula- 
tion of  6,000  or  over. 

Defining  authority  of  principal  over  pupils  and  granting  power  to  sus- 
pend such.  Providing  for  committee  to  examine  teachers.  Prescribing 
qualifications  of  teachers. 

Chap.  335,  Mar.  9,  1907. 

D 1104.  Wisconsin  (1908)  A school  board  has  no  power  to  require  the  pay- 
ment of  money  as  a condition  of  reinstatement  of  pupils  under  suspen- 
sion.— State  v.  District  Board  of  School  Dist.  No.  1 (Wis.),  232. 

A school  board  may,  under  the  express  provisions  of  Stat.,  1898,  sec. 
439,  make  all  rules  needful  for  the  government  of  the  school,  and  may 
suspend  any  pupil  for  noncompliance  with  rules  made  by  it  or  by  the 
teacher  with  its  consent. — Ibid. 

A pupil  may  be  punished  for  misconduct,  although  no  rule  has  been 
promulgated  in  regard  to  such  conduct. — Ibid. 

Power  of  school  authorities  to  suspend  pupils  stated. — Ibid. 


a See  p.  .‘>33  for  complete  text  of  decision. 


208  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


(d)  Fire  Drills. 

The  single  enactment  indicated  under  this  heading  is  a reminder  of 
the  greatest  disaster  to  school  children  which  has  ever  happened  in 
this  country.  The  compulsory  fire  drill  will,  perhaps,  serve  a valu- 
able purpose,  yet  it  will  not  take  the  place  of  safely  and  honestly 
constructed  school  buildings.  The  example  set  by  Ohio  in  respect  to 
these  fire  drills  is  one  that  will  probably  be  followed  by  other  States 
in  which  there  is  a full  appreciation  of  the  danger  to  which  thousands 
of  American  school  children  are  exposed  each  day. 

1105*.  Ohio:  Providing  for  tlie  protection  of  the  lives  of  school  children  by 
an  adequate  compulsory  fire  drill. 

“ Section  1.  It  shall  be  the  duty  of  the  principal  or  other  person  in  charge 
of  every  public  or  private  school  or  educational  institution  within  the 
state,  having  an  average  daily  attendance  of  fifty  or  more  pupils,  to  instruct 
and  train  the  pupils  by  means  of  drills,  so  that  they  may  iu  sudden  emer- 
gency be  able  to  leave  the  school  building  in  the  shortest  possible  time 
and  without  confusion  or  panic.  Such  drills  or  rapid  dismissals  shall  be 
held  at  least  once  for  each  month  when  said  schools  are  in  session  and 
all  doors  of  exit  shall  be  kept  unlocked  during  school  hours. 

“ That  every  teacher  or  instructor  in  every  public,  private  or  parochial 
school  shall  devote  not  less  than  thirty  minutes  in  each  month  during 
which  the  school  is  in  session,  to  instruction  of  pupils  between  the  ages 
of  six  and  fourteen  years,  in  fire  dangers. 

“ For  the  purpose  of  such  instruction  it  shall  be  the  duty  of  the  state 
fire  marshal  to  prepare  a book  conveniently  arranged  in  chapters,  or  les- 
sons, such  chapters  or  lessons  to  be  in  number  sufficient  to  provide  a dif- 
ferent chapter  or  lesson  for  each  week  of  the  maximum  school  year,  oue 
of  such  lessons  to  be  read  by  the  teachers  in  such  schools  each  week. 
The  books  shall  be  published  at  the  expense  of  the  state  under  the  direc- 
tion of  the  state  school  commissioner  and  shall  be  distributed  in  quanti- 
ties sufficient  to  provide  a copy  for  each  teacher  required  by  the  provi- 
sions of  this  act  to  give  the  instruction  herein  provided  for ; the  distri- 
bution to  be  made  by  the  state  school  commissioner. 

“ Sec.  2.  Willful  neglect  by  any  principal  or  other  person  in  charge  of 
any  public  or  private  school  or  educational  institution  to  comply  with 
the  provision  of  this  act,  shall  be  a misdemeanor,  punishable,  each  offense, 
by  a fine  of  not  more  than  twenty  nor  less  than  five  dollars. 

“ Sec.  3.  It  shall  be  the  duty  of  the  members  of  school  boards,  school 
directors,  trustees,  or  other  body  of  persons  having  control  of  the  schools 
of  any  township,  town  or  city,  to  cause  a copy  of  this  act  to  be  printed  in 
the  manual  or  handbook  prepared  for  the  guidance  of  teachers,  where 
such  manual  is  in  use  or  may  hereafter  come  in  use. 

“ Sec.  4.  The  provisions  of  this  act  shall  not  apply  to  colleges  and  uni- 
versities.” 

II.  B.  1166,  p.  231,  Apr.  28,  1908. 


J.  HEALTH  REGULATIONS. 

Among  the  comparatively  few  enactments  in  this  section  are  to 
be  found  several  which,  when  taken  in  connection  with  the  judicial 
interpretations  cited,  may  easily  be  regarded  as  of  eminently  pro- 
gressive rank.  That  of  Connecticut  *(1120)  concerning  the  appoint- 
ment of  school  physicians,  that  of  Louisiana  (1121)  relative  to 
physical  examination  of  children,  that  of  Massachusetts  (1123) 
relative  to  the  appointment  of  school  nurses  in  Boston,  and  that  of 


HEALTH  REGULATIONS. 


209 


Virginia  (1125)  providing  for  the  testing  of  the  sight  and  hearing 
of  pupils  of  public  schools  represent  a new  and  growing  movement 
to  increase  the  effectiveness  of  the  efforts  of  the  public  school. 

The  several  judicial  decisions  cited,  Arkansas  (1106),  Illinois 
(1108),  Massachusetts  (1111),  New  York  (1112),  North  Carolina 
(1113),  Ohio  (1115),  and  Pennsylvania  (HIT,  1118),  while  not  per- 
haps of  wide  general  interest,  are  clearly  indicative  that  the  prac- 
tice of  vaccination  has  become  firmly  fixed  as  a part  of  our  general 
American  protective  social  policy. 

The  Massachusetts  act  (1110),  adding  instruction  as  to  tuberculosis 
and  its  prevention  to  the  prescribed  list  of  subjects  to  be  taught  in 
the  public  schools,  is  classified  here  in  spite  of  its  very  obvious  mis- 
placement. 


(a)  General. 

D 1106.  Arkansas  (1907)  : A child  of  school  age,  seeking  to  compel  the  school 
board  to  admit  him  to  a school  without  first  complying  with  a rule  of 
the  board  requiring  a pupil  before  admission  to  the  school  to  be 
vaccinated,  can  not  complain  that  the  rule  makes  a certificate  of  a 
reputable  physician  showing  that  the  pupil  has  been  successfully 
vaccinated  conclusive  evidence  in  favor  of  the  pupil  that  he  has  com- 
plied with  the  rule. — Auten  v.  Board  of  Directors  of  Special  School  Dist. 
of  Little  Rock,  104  S.  W.,  130. 

1107.  California:  Providing  for  the  preservation  of  the  public  health,  and  em- 
powering state  board  of  health  to  enforce  provisions,  and  providing 
penalties  for  violation. 

Providing  for  the  protection  of  schools  by  the  exclusion  of  those 
affected  with  any  contagious,  infectious,  or  communicable  disease. 

Sec.  17,  chap.  492,  Mar.  23,  1907. 

D 1108.  Illinois  (1908)  :®  The  general  police  powers  of  a city  authorizing 
ordinances  for  the  promotion  of  health  or  the  suppression  of  disease  do 
not  include  the  passage  of  an  ordinance  making  vaccination  a condition 
precedent  to  the  right  of  education. — People  v.  Board  of  Education  of 
City  of  Chicago  (111.),  84  N.  E.,  1046. 

A city  ordinance  prohibiting  any  child  not  vaccinated  within  seven 
years  from  attending  school  held  unreasonable  and  void. — Ibid. 

1109.  Massachusetts:  Amending  sec.  6,  chap.  44,  Revised  Laws,  1902,  as 
amended  by  chap.  371,  Acts,  1906,  relative  to  certificates  of  exemption 
from  vaccination  of  children  attending  public  schools. 

Providing  that  physician’s  certificate  contain  statement  of  cause  for 
which  granted. 

Chap.  215,  Mar.  16,  1907. 

1110.  Massachusetts:  Amending  sec.  1,  chap.  42,  Revised  Laws,  1902,  relative 
to  instruction  in  public  schools. 

Adding  instruction  “ as  to  tuberculosis  and  its  prevention  ” to  the  pre- 
scribed list. 

Chap.  181,  Mar.  6,  1908. 


a See  p.  320  for  complete  text  of  decision. 
63470—09 14 


210  STATE  SCHOOL  SYSTEMS*.  LEGISLATION,  ETC.,  1906-8. 


D 1111.  Massachusetts  (1907)  : Rev.  Laws,  chap.  42,  sec.  27,  gives  the  school 
committee  of  a town  general  charge  and  superintendence  of  all  public 
schools.  Chap.  44,  sec.  3,  gives  children  the  right  to  attend  the  public 
schools,  subject  to  such  reasonable  regulations  as  to  qualifications  of 
pupils  and  other  school  matters  as  the  school  committee  shall  from  time 
to  time  prescribe.  Sec.  6 provides  that  a child  who  has  not  been  vac- 
cinated shall  not  be  admitted  to  a public  school  except  on  presentation 
of  a certificate  signed  by  a regular  physician  that  he  is  not  a fit  subject 
for  vaccination.  During  an  epidemic  of  smallpox  a school  committee 
enacted  a regulation  excluding  from  attendance  all  unvaccinated  chil- 
dren. Held,  that  the  town  was  not  liable  for  excluding  a pupil  under 
such  regulation,  though  she  presented  the  certificate  that  she  was  not  a 
fit  subject  for  vaccination,  as  the  exception  contained  in  sec.  6 has  no 
application  when  there  is  particular  reason  to  apprehend  danger  from 
an  epidemic  of  smallpox. — Hammond  v.  Town  of  Hyde  Park,  80  N.  E.,  650. 

D 1112.  New  York  (1904)  : Laws,  1893,  p.  1495,  chap.  661,  as  amended  by 
Laws,  1900,  p.  1484,  chap.  667,  sec.  2,  being  sec.  210  of  the  public  health 
law,  excluding  children  not  vaccinated  from  the  public  schools  until 
vaccinated,  is  a health  law  enacted  in  the  reasonable  exercise  of  the 
police  power.  Judgment  (Sup.  1903)  84  N.  Y.  S.,  712,  affirmed. — Vie- 
meister  v.  White,  72  N.  E.,  97 ; 179  N.  Y.,  235. 

D 1113.  North  Carolina  (1904)  :®  Rule  of  school  board  of  city  making  a 
scholar’s  vaccination  prerequisite  to  attendance  held  authorized,  and  ap- 
plicable to  a child,  though  her  health  would  not  admit  vaccination. — 
Hutchins  v.  School  Committee  of  Town  of  Durham,  49  S.  E.,  46. 

1114,  North  Dakota:  Providing  for  the  creating  of  a public  health  laboratory, 
for  the  control  of  such  laboratory,  and  for  the  appointment  and  duties  of 
a director. 

Laboratory  to  be  established  at  the  state  university.  Professor  of 
bacteriology  in  the  medical  college  to  be  director  and  ex  officio  state 
bacteriologist. 

Chap.  238,  Mar.  7,  1907. 

D 1115.  Ohio  (1905)  : Rev.  Stat.,  sec.  3986,  empowering  the  board  of  educa- 
tion of  any  school  district  to  make  and  enforce  such  rules  and  regulations 
to  secure  the  vaccination  of,  and  to  prevent  the  spread  of  smallpox 
among,  the  pupils  attending,  or  eligible  to  attend,  the  schools  of  the  dis- 
trict, as  in  its  opinion  the  safety  and  interests  of  the  public  require,  is  a 
reasonable  exercise  of  the  police  power  of  the  State,  and  the  validity  of 
a resolution  passed  by  a board  of  education  under  the  power  thereby  con- 
ferred, excluding  from  the  public  schools  all  children  not  vaccinated,  or 
who  did  not  furnish  a physician’s  certificate  excusing  them  from  vac- 
cination, does  not  depend  upon  the  actual  existence  of  smallpox  in  the 
community,  nor  upon  an  apprehended  epidemic  of  that  disease. — (1907) 
State  v.  Board  of  Education  of  Village  of  Barberton,  81  N.  E.,  568;  76 
Ohio  St.,  297,  affirming  judgment  29  Ohio  Cir.  Ct.  R.,  375. 

1116.  Oregon:  Providing  for  the  establishment  and  enforcement  of  quarantine 
regulations. 

Prohibiting  the  attendance  at  school  of  persons  from  quarantined  places. 

Sec.  7,  chap.  70,  Feb.  23,  1907. 

D 1117.  Pennsylvania  (1906)  :6  Act  June  18,  1895  (P.  L.,  203),  requiring  ex- 
clusion from  public  schools  of  children  who  have  not  been  vaccinated, 
is  a valid  exercise  of  the  police  power. — Stull  v.  Reber  (Pa.),  419. 

Act  June  18,  1895  (P.  L.,  203),  relating  to  vaccination  of  children  in 
public  schools,  held  not  a violation  of  constitution,  art.  10,  sec.  1,  requir- 
ing maintenance  of  public  schools. — Ibid. 


a See  p.  322  for  complete  text  of  decision. 
b See  p.  326  for  complete  text  of  decision. 


HEALTH  REGULATIONS. 


211 


Act  June  IS,  1895,  secs.  13,  12  (P.  L.,  206,  207),  considered  and  held 
that  the  fact  that  there  has  been  no  smallpox  in  a certain  locality  for 
forty  years  does  not  prevent  application  of  sec.  12,  excluding  unvac- 
cinated children. — Ibid. 

Act  June  18,  1895,  sec.  12  (P.  L.,  207),  excluding  unvaccinated  children 
from  the  public  schools,  held  not  a trespass  on  the  reserved  rights  of  an 
individual  beyond  the  police  power. — Ibid. 

D 1118.  Pennsylvania  (1907)  : Act  June  18,  1895  (P.  L.,  203),  provides  that 
persons  in  charge  of  schools  shall  refuse  admission  to  children  except  on 
certificate  of  a physician  that  they  have  been  successfully  vaccinated  or 
had  smallpox.  Held,  that  such  duty  is  imposed  upon  superintendents, 
principals,  and  teachers  in  charge  of  schools,  and  mandamus  will  not  lie 
to  compel  school  directors  to  exclude  a child  from  school  who  has  failed 
to  obtain  a certificate. — Commonwealth  v.  Rowe,  67  A.,  56;  218  Pa.,  168. 

1119.  Wisconsin:  Creating  secs.  14131,  1413m,  and  1413n,  Statutes,  1898,  pro- 
viding for  the  control  of  smallpox  in  school  districts. 

Requiring  local  board  of  health  to  prohibit  attendance  at  school  for 
twenty-five  days  of  all  persons  not  recently  vaccinated  whenever  small- 
pox is  present  in  the  district.  Providing  for  renewal  of  prohibition  for 
another  twenty-five  days  if  necessary ; and  for  payment  for  vaccination 
of  children  of  indigent  parents,  or,  if  necessary,  for  free  vaccination  of  all 
children. 

Chap.  113,  May  20,  1907. 


(b)  Physical  Examination  and  Medical  Inspection. 

1120.  Connecticut:  Concerning  the  appointment  and  duties  of  school  physi- 
cians. 

“ Section  1.  The  board  of  school  visitors,  board  of  education,  or  town 
school  committee  of  any  town,  or  the  board  of  education  or  committee 
of  any  school  district,  may  appoint  one  or  more  school  physicians  and 
assign  one  to  any  public  school  within  the  limits  of  such  town  or  school 
district,  and  shall  provide  such  school  physicians,  when  so  appointed, 
with  proper  facilities  for  the  performance  of  their  duties. 

“ Sec.  2.  Every  school  physician  so  appointed  shall  make  a prompt 
examination  of  all  children  referred  to  him  as  hereinafter  provided,  and 
such  further  examination  of  teachers,  janitors,  and  school  buildings  as  in 
his  opinion  the  protection  of  the  health  of  the  pupils  may  require. 

“ Sec.  3.  The  superintendent,  principal,  or  teacher  of  any  school  to 
which  a school  physician  has  been  assigned  as  hereinbefore  provided 
shall  refer  to  such  physician  every  child  returning  to  school  without  a 
permit  from  the  health  officer  or  board  of  health,  after  absence  on  ac- 
count of  illness  or  from  unknown  cause,  and  every  child  attending  such 
school  who  appears  to  be  in  ill  health,  or  is  suspected  of  being  sick  with 
any  contagious  or  infectious  disease,  unless  such  child  be  immediately 
excluded  from  such  school  under  the  provisions  of  the  general  statutes 
or  the  sanitary  regulations  in  force  in  said  town  or  district;  provided, 
that  in  the  case  of  schools  in  remote  and  isolated  locations  the  school 
committee  may  make  such  other  arrangements  as  may  be  advisable  to 
carry  out  the  purposes  of  this  act. 

“ Sec.  4.  The  school  authorities  of  any  town  or  school  district  which 
has  appointed  a school  physician  in  accordance  with  the  provisions  of 
this  act  shall  cause  every  child  attending  the  public  schools  therein  to 
be  separately  and  carefully  tested  and  examined  at  least  once  in  every 
school  year,  to  ascertain  whether  such  child  is  suffering  from  defective 
sight  or  hearing,  or  from  any  other  physical  disability  tending  to  prevent 
such  child  from  receiving  the  full  benefit  of  school  work,  or  requiring  a 
modification  of  such  school  work  in  order  to  prevent  injury  to  the  child 
or  to  secure  the  best  educational  results. 

“ Sec.  5.  Notice  of  the  disease  or  defects,  if  any,  from  which  any  child 
is  found  by  such  school  physician  to  be  suffering  shall  be  given  to  the 


212  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


parent  or  guardian  of  such  child  with  such  advice  or  order  relating 
thereto  as  said  physician  may  deem  advisable,  and  whenever  any  child 
shows  symptoms  of  any  contagious  or  infectious  disease  notice  shall  also 
be  given  to  the  health  officer  or  board  of  health  and  such  child  may  be 
excluded  from  attendance  at  such  school  in  accordance  with  the  pro- 
visions of  the  general  statutes  or  the  sanitary  regulations  in  force  in 
the  town  or  district. 

“ Sec.  6.  Whenever  the  board  of  school  visitors,  board  of  education, 
or  town  school  committee  of  any  town,  or  the  board  of  education  or  dis- 
trict committee  of  any  school  district  shall  have  appointed  a school  phy- 
sician as  provided  in  section  one  of  this  act,  said  board  or  committee 
may  also  appoint  a matron  or  nurse  who  shall  take  such  action,  under 
the  direction  of  the  school  physician,  as  may  be  necessary  for  safeguard- 
ing the  health  of  the  pupils  and  teachers  of  the  schools.  Such  matron 
or  nurse  shall  also  act,  under  the  direction  of  the  school  physician,  as  a 
visiting  nurse  in  the  town  or  school  district,  shall  visit  the  homes  of 
pupils  in  the  public  schools,  and  shall  assist  in  executing  the  order  of 
the  school  physician. 

“ Sec.  7.  The  expenses  incurred  under  the  provisions  of  this  act  shall 
be  paid  in  the  same  manner  as  are  the  ordinary  expenses  for  the  support 
of  schools  in  the  several  towns  and  school  districts.” 

Chap.  207,  July  11,  1907. 

1121*.  Louisiana:  Requiring  the  state  board  of  health  and  superintendent  of 
education  to,  prepare  or  cause  to  be  prepared  suitable  test  cards,  blanks, 
and  record  books,  and  all  necessary  appliances  to  be  used  in  testing  the 
sight  and  hearing  of  pupils  in  public  schools. 

Act  No.  292,  July  9,  1908. 

1122.  Massachusetts:  Amending  sec.  6,  chap.  502,  Acts,  1906,  relative  to 
medical  inspection  in  public  schools. 

Increasing  authorized  annual  expenditure  by  state  board  of  education 
to  $800  (formerly,  $500). 

Chap.  189,  Mar.  10,  1908. 

1123.  Massachusetts:  Relating  to  the  appointment  of  nurses  by  the  school 
committee  of  the  city  of  Boston. 

“ Section  1.  The  school  committee  of  the  city  of  Boston  shall  appoint 
one  supervising  female  nurse  and  so  many  district  female  nurses  as  in 
their  opinion  are  necessary.  The  said  nurses  shall  hold  office  for  such 
terms  as  the  school  committee  may  determine  and  shall  perform  such 
duties  as  the  committee  may  designate,  but  more  particularly  they  shall 
assist  the  medical  inspectors  in  their  work  in  the  public  schools  of  the 
city,  seeing  that  the  directions  given  by  the  inspectors  are  carried  out,  and 
giving  such  instruction  to  the  pupils  as  will  promote  their  physical 
welfare. 

“ Sec.  2.  No  person  shall  be  appointed  as  one  of  the  said  nurses  unless 
she  has  taken  a course  of  instruction  in,  and  has  graduated  from,  some 
hospital  or  similar  institution  giving  a course  of  instruction  in  nursing 
at  least  two  years  in  length,  and  has  presented  to  the  school  committee 
satisfactory  evidence  that  she  possesses  good  character  and  health,  nor 
unless,  in  addition,  she  shall  have  passed  an  examination  given  under  the 
direction  of  the  school  committee  and  designed  to  test  the  applicant’s 
training,  knowledge,  character,  experience  and  aptness  for  the  work. 

“ Sec.  3.  To  meet  the  expense  incurred  under  this  act  the  school  commit- 
tee of  the  city  may  appropriate,  in  addition  to  the  amounts  allowed  by 
chapter  four  hundred  and  forty-eight  of  the  acts  of  the  year  nineteen  hun- 
dred and  one,  and  in  the  same  manner  in  which  other  appropriations  for  the 
support  of  the  public  schools  of  the  city  are  made  by  the  school  com- 
mittee, a sum  not  exceeding  ten  thousand  dollars  in  the  current  financial 
year,  and  in  each  year  thereafter  two  cents  upon  each  one  thousand  dol- 
lars of  the  valuation  upon  which  the  appropriations  of  the  city  council 
of  the  city  are  based.” 


Chap.  357,  May  3,  1907. 


TEXT-BOOKS  AND  SUPPLIES, 


213 


1124.  Massachusetts:  Repealing  sec.  7,  chap.  502,  Acts,  1906,  limiting  ex- 
penditures for  medical  inspection  in  the  public  schools. 

Chap.  412,  Apr.  17,  1908. 

1125.  Virginia:  Providing  for  the  testing  of  the  sight  and  hearing  of  pupils 
in  public  schools. 

Directing  state  superintendent  to  prepare,  with  the  advice  and  ap- 
proval of  state  board  of  health,  suitable  test  cards,  blanks,  record  books, 
instructions,  etc.  Principal  or  teacher  to  make  examinations.  Reports 
to  state  superintendent.  Appropriating  $400  for  1908  and  $300  annually 
thereafter. 

Chap.  377,  Mar.  14, 1908. 


K.  TEXT-BOOKS  AND  SUPPLIES. 

Of  the  legislation  grouped  under  the  general  heading  of  text-books 
and  supplies,  those  enactments  having  to  do  with  the  creation  and 
organization  of  special  text-book  commissions  for  the  purpose  of 
securing  uniform  text-books  occupy  the  more  important  position. 
Several  of  the  States  amended  in  a more  or  less  important  manner 
existing  laws  with  reference  to  these  text-book  commissions.  Idaho 
(1146),  Montana  (1148),  Nevada  (1149),  Oklahoma  (1151),  and 
Texas  (1153)  each  created  state  text-book  commissions;  Missouri 
(1147)  provided  for  county  uniformity  and  the  creation  of  a county 
text-book  commission;  Wisconsin  (1154)  attempted  to  secure  county 
uniformity  in  a manner  which  precluded  success. 

The  four  enactments  having  to  do  with  free  text-books  are  of  un- 
doubted importance  to  the  communities  to  which  they  apply. 

The  two  enactments  in  Indiana  (1128,  1129)  relating  to  the  sale 
of  schoolbooks  and  the  enactment  in  Louisiana  (1132)  giving  pref- 
erence to  Louisiana  text-books  may  be  noted  in  passing. 


(a)  General. 

1126.  Arizona:  Amending  subdivs.  2 and  3,  par.  2264  (sec.  134,  chap.  18,  tit. 
19),  Revised  Statutes,  1901,  relative  to  the  time  and  manner  of  adopting 
text-books. 

Changes  to  be  made  only  in  May  or  June,  instead  of  in  July  or  August. 

Requiring  thirty  instead  of  sixty  days’  notice  of  proposed  changes. 
Repealing  provision  that  no  change  shall  be  made  without  the  recom- 
mendation of  a majority  of  the  county  superintendents. 

Sec.  22,  chap.  67,  Mar.  21,  1907.  (Apr.  1,  1907.) 

1127.  California:  Amending  sec.  1874,  Political  Code,  1906,  relative  to  the 

duties  of  state  text-book  committee.  # 

Repealing  provision  concerning  supplementary  books.  Modifying  man- 
ner of  payment  for  text-books  for  school-district  libraries.  Omitting 
provision  concerning  secretary  of  committee  (already  provided  for  by 
chap.  582,  Statutes,  1905).  Sundry  minor  alterations. 

Chap.  515,  Mar.  23,  1907. 


214  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

1128.  Indiana:  Relating  to  sale  of  schoolbooks. 

Requiring  that  contracts  for  schoolbooks,  entered  into  by  state  board 
of  education,  shall  provide  for  distribution  and  sale  through  local  trades- 
men. Maximum  commission  of  10  per  cent. 

Township  trustees  or  board  of  school  trustees  to  distribute  and  sell 
books  only  after  failure  to  secure  local  tradesman.  Governor  to  issue 
proclamation. 

[See  secs.  5853-5899,  Burns’  Annotated  Statutes,  1901.] 

Chap.  99,  Mar.  2,  1907. 

1129.  Indiana:  Relating  to  the  sale  of  schoolbooks. 

County  superintendent  to  appoint  some  dealer  or  merchant  to  act 
as  depository  for  sale  and  distribution  of  schoolbooks  contracted  for  by 
state  board  of  schoolbook  commissioners.  Providing  for  contracts,  bonds, 
prices,  discounts,  payments,  etc.  Proclamation  by  governor. 

[See  secs.  5853-5899,  Burns’  Annotated  Statutes,  1901.] 

Chap.  273,  Mar.  12,  1907. 

1130.  Kansas:  Repealing  and  reenacting  with  amendments  sec.  6467,  General 
Statutes,  1901,  relative  to  the  establishment  of  agencies  at  the  county 
seat  in  each  county.  Providing  for  agencies  in  cities  of  the  first,  second, 
and  third  classes  for  the  handling,  sale,  and  exchange  of  schoolbooks. 

Chap.  68,  Jan.  30,  1908. 

1131.  Louisiana:  See  enactment  No.  23. 

1132.  Louisiana:  See  enactment  No.  73. 

D 1133.  Missouri  (1908)  : A majority  of  the  patrons  of  a school  district  have 
no  authority,  after  the  repeal  by  Laws,  1905,  p.  302,  of  Rev.  Stat.,  1899, 
chap.  154,  art.  7,  creating  a school-book  commissioner,  to  determine  what 
books  the  children  in  the  school  shall  use  in  opposition  to  the  will  of 
the  teacher  of  the  school  where  the  directors,  if  possessing  the  "power, 
under  sec.  9764  (Ann.  Stat.,  1906,  p.  4478),  to  select  books,  failed  to  do 
so. — State  ex  rel.  Moore  v.  Millsap,  108  S.  W.,  1133. 

1134*.  Ohio:  Repealing,  and  reenacting  with  amendments,  sec.  5 (S.  B.  249, 
p.  282,  Laws,  1896),  act  of  Apr.  22,  1896  (sec.  4020-14,  Revised  Statutes, 
1905),  relative  to  supplying  the  schools  with  good  and  sufficient  school 
books  at  the  lowest  possible  priced. 

Making  it  unlawful  for  superintendents,  supervisors,  or  principals  to 
act  as  sales  agents,  directly  or  indirectly,  of  text-books.  Other  minor 
amendments. 

H.  B.  1052,  p.  460,  May  9,  1908. 

1135.  South  Carolina:  Amending  sec.  1239,  vol.  1,  Code,  1902,  relating  to  the 
sale  of  books  by  county  superintendents  of  education. 

Provisions  of  section  made  permissive  for  Newberry  County. 

Act  No.  227,  p.  4S1,  Feb.  13,  1907. 

D 1136.  South  Carolina  (1906)  : Civ.  Code,  1902,  sec.  1175,  providing  that  the 
state  superintendent  of  education  shall  have  general  supervision  over  all 
the  school  funds  and  shall  secure,  under  advice  of  the  state  board  of 
education,  uniformity  in  the  use  of  text-books,  and  sec.  1184,  conferring 
on  the  state  board  of  education  power  to  prescribe  and  enforce  the  use 
of  a uniform  series  of  text-books,  and  requiring  publishers,  in  the  discre- 
tion /A the  board,  to  establish  in  each  county  one  or  more  depositories 
of  their  books  within  the  State,  do  not  prevent  the  state  board  of  educa- 
tion from  providing  by  contract  with  publishers  of  school  text-books 
that  they  shall  maintain  at  the  state  capital  a central  wholesale  deposi- 
tory from  which  its  agencies  and  county  depositories  may  be  supplied 
at  a discount  of  not  less  than  10  per  cent. — Duncan  v.  Heyward,  54 
S.  E.,  760. 


TEXT-BOOKS  AND  SUPPLIES. 


215 


1137.  Tennessee:  Amending  sec.  8,  chap.  205,  Acts,  1899,  creating  a state  text- 
book commission,  and  procuring  for  use  in  the  public  free  schools  a uni- 
form series  of  text-books,  etc. 

Providing  that  depositories  of  text-books  shall  only  appoint  agents  or 
merchants  who  are  citizens  and  residents  of  the  county,  and  that  said 
agents  shall  sell  and  exchange  books  only  in  the  State  of  Tennessee. 

Chap.  67,  Feb.  12,  1907. 

D 1138.  West  Virginia  (1907)  : A publisher  of  schoolbooks  having  a contract 
with  the  schoolbook  board  for  furnishing  books  can  not  compel  the 
board  to  continue  or  renew  its  contract  for  five  years  after  its  expira- 
tion on  the  ground  that  the  board  changed  books  without  a sufficient 
vote. — Ginn  & Co.  v.  School  Book  Board  of  Berkeley  County,  59  S.  E.,  177. 

D 1139.  Wisconsin  (1906)  : Where  a school  board,  acting  without  authority, 
orders  a change  in  text-books,  mandamus  will  lie  to  compel  the  granting 
of  school  privileges  to  a child  not  complying  with  such  regulation. — 
Harley  v.  Lindemann,  109  N.  W.,  570,  129  Wis.,  514. 


(b)  Free  Text-Books. 

1139a.  California:  See  enactment  ATo.  1568. 

1140.  Connecticut:  Amending  sec.  2135,  General  Statutes,  1902,  concerning 
text-books  and  supplies. 

Adding  provision  that  upon  the  petition  of  20  legal  voters  the  vote  to 
direct  school  officers  to  provide  free  text-books  and  supplies  shall  be  by 
ballot. 

Chap.  40,  Apr.  17,  1907. 

1141*.  Maryland:  Amending  in  a minor  manner  sec.  67,  art.  77,  Public  General 
Laws,  1904,  relative  to  annual  state  appropriation  of  $150,000  for  text- 
books. 

Chap.  635,  p.  227,  Apr.  6,  1908.  (Aug.  1,  1908.) 

1142.  New  York:  Providing  for  free  text-books  in  the  public  schools  of  the  city 
of  Schenectady. 

Text-books  to  be  furnished  free  of  expense  to  all  pupils  of  the  public 
schools  only  after  submission  of  question  to  electors. 

Chap.  174,  Apr.  19,  1907. 


(c)  Uniformity  of  Text-Books. 

1143.  Alabama:  Amending  sec.  22,  act  No.  312,  p.  474,  Laws,  1903,  creating  a 
state  text-book  commission  and  providing  for  a uniform  series  of  text- 
books. 

Exceptions  to  act  in  case  of  counties  having  previously  adopted  a uni- 
form system  of  text-books  limited  to  Sept.  1,  1908. 

Act  No.  312,  p.  474,  July  11,  1907. 

1144.  Alabama:  Creating  a text-book  commission  and  procuring  for  use  in 
public  schools  a uniform  series  of  text-books;  defining  duties  and  powers 
of  said  commission ; making  appropriation  for  carrying  the  act  into  effect ; 
and  providing  for  penalties  for  violations. 

Reenacting  with  numerous  amendments  act  No.  164,  p.  167,  Laws, 
1903. 

Act  No.  778,  p.  762,  Aug.  13,  1907.  (Secs.  1805-1850,  Code,  1907.) 


J 


216  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


D 1145.  Alabama  (1904)  : The  provisions  of  the  uniform  text-book  law  (act 
Mar.  4,  1903,  p.  167),  being  germane  and  complementary  to  the  subject 
expressed  in  the  title,  constitution,  art  4,  sec.  45,  requiring  every  law  to 
contain  but  one  subject,  which  shall  be  clearly  expressed  in  the  title,  is 
not  contravened  thereby. — Dickinson  v.  Cunningham,  37  So.,  345,  140 
Ala.,  527. 

1140*.  Idaho:  Providing  for  the  appointment  of  a state  board  of  text-book 
commissioners  for  the  purpose  of  selecting  a uniform  series  of  text- 
books and  making  contracts  for  same;  defining  duties  of  said  board  of 
text-book  commissioners  and  making  an  appropriation  for  carrying  out 
the  purposes  of  the  act. 

Providing  for  the  appointment  of  a board  of  text-book  commissioners 
consisting  of  seven  members,  one  of  whom  shall  be  the  state  superintend- 
ent of  public  instruction.  Prescribing  organization,  powers,  and  duties 
of  board. 

S.  B.,  No.  84,  p.  476,  Mar.  14,  1907. 

1147*.  Missouri:  Creating  a county  text-book  commission,  providing  for  county 
uniformity  and  city  adoptions,  licensing  school  text-book  publishers,  regu- 
lating prices  of  school  text-books,  prohibiting  changes  of  text-books 
oftener  than  once  in  five  years,  providing  for  the  sale  of  books  to  pupils 
at  cost,  preventing  loss  to  families  that  move,  prohibiting  combinations  of 
publishers  of  school  text-books,  and  providing  penalties  for  violations. 

“ Section  1.  There  is  hereby  created  a county  school  text-book  com- 
mission, which  shall  be  the  county  board  of  education,  in  all  counties 
in  which  such  a board  exists.  In  counties  where  there  is  no  county 
board  of  education  the  school  text-book  commission  shall  consist  of  the 
county  superintendent  of  schools  and  two  teachers,  who  shall  be  selected 
in  the  same  manner  and  at  the  same  time  as  the  two  members  of  the 
county  board  of  education  that  are  appointed  in  those  counties  that  have 
a county  commissioner  of  schools:  Provided,  that  no  person  shall  be 
appointed  to  serve  on  the  said  commission  who  has  been  in  the  employ, 
as  a traveling  salesman  or  otherwise,  in  this  state,  of  any  publisher  of 
school  text-books  within  the  period  of  two  years  prior  to  this  act.  Va- 
cancies on  the  commission  resulting  from  death,  resignation,  removal 
from  the  county,  disqualification,  or  otherwise,  shall  be  filled  as  pre- 
scribed by  law.  A majority  of  the  commission  shall  constitute  a quorum 
for  the  transaction  of  all  business  of  the  commission. 

“ Sec.  2.  The  county  text-book  commission  shall  meet  at  the  county 
seat  to  organize  within  thirty  days  from  the  date  of  the  taking  effect  of 
this  act.  The  county  superintendent  or  county  commissioner (s)  shall 
be  ex-officio  president  of  the  commission,  and  a secretary  shall  be  elected 
from  its  own  membership.  Said  commission  shall  meet  annually  there- 
after, and  special  meetings  may  be  called  by  the  president,  or  on  the 
written  request  of  the  otljer  two  members.  The  president  shall  preside 
at  all  meetings  of  the  commission,  and  the  secretary  shall  keep  the 
records  of  the  meetings,  and  all  contracts  shall  be  signed  by  both  the 
president  and  secretary.  Members  of  said  commission  that  do  not  re- 
ceive an  annual  salary  from  the  county  shall  receive  five  dollars  per  day 
for  their  services,  with  such  additional  amount  as  shall  be  necessary  to 
cover  their  actual  traveling  expenses : Provided,  that  they  shall  receive 
pay  for  not  to  exceed  six  days  in  any  one  year,  the  same  to  be  audited 
and  paid  by  the  county  court. 

“ Sec.  3.  Said  commission  shall  adopt  from  the  authorized  state  list, 
as  hereinafter  provided,  a uniform  series  of  text-books  for  use  in  the 
schools  of  all  the  districts  of  the  county,  except  that  in  cities  having 
more  than  one  thousand  children  of  school  age,  as  shown  by  the  last 
enumeration,  and  in  towns  having  high  schools  affiliated  with  the  state 
university,  the  board  of  directors  of  said  cities  and  said  towns  may  select 
from  the  aforesaid  list  such  books  as  in  their  opinion  are  best  suited  to 
the  local  conditions,  and  may  contract  for  the  same. 

“ Sec.  4.  Before  the  publisher  of  any  school  text-book  shall  offer  the 
same  for  sale  to  any  county  text-book  commission  or  board  of  school 
directors  in  the  state  of  Missouri,  said  publisher  shall  file  a copy  of  said 


TEXT-BOOKS  AND  SUPPLIES. 


217 


text-book  in  the  office  of  the  state  superintendent  of  public  schools  with 
a sworn  statement  of  the  list  price  and  the  lowest  net  price  at  which 
said  book  is  sold  anywhere  in  the  United  States  under  like  conditions 
of  distribution.  Said  publisher  shall  file  with  the  state  superintendent  a 
written  agreement  to  furnish  said  book  or  books  to  the  county  text-book 
commissions  or  boards  of  directors  of  Missouri  at  the  price  so  filed. 
Said  publisher  must  further  agree  to  reduce  such  prices  in  Missouri  if 
reductions  are  made  elsewhere  in  the  country,  so  that  at  no  time  may 
any  book  be  sold  in  Missouri  at  a higher  price  than  is  received  for  the 
same  book  elsewhere  in  the  country  where  like  methods  of  distribution 
prevail.  Said  publisher  shall  further  agree  that  all  books  offered  for 
sale  in  Missouri  shall  be  equal  in  quality  to  those  deposited  in  the  office 
of  the  state  superintendent  as  regards  paper,  binding,  print,  illustration 
and  all  points  that  may  affect  the  value  of  said  books. 

Sec.  4a.  Before  the  publisher  of  any  school  text-book  shall  offer  the 
same  for  sale  to  any  county  text-book  commission  or  board  of  school 
directors  in  the  state  . of  Missouri,  and  at  the  time  of  the  filing  of  such 
text-book  in  the  office  of  state  superintendent  of  public  schools,  said 
publisher  shall  pay  into  the  treasury  of  the  state  of  Missouri  a filing 
fee  of  ten  dollars  for  each  book  offered  by  said  publisher.  A series  of 
books  by  the  same  author  and  upon  the  same  subject  shall  constitute  one 
book  for  this  purpose.  The  fees  thus  received  shall  constitute  a fund 
out  of  which  upon  requisition  made  by  the  state  superintendent  of  public 
schools  shall  be  paid  the  expenses  of  publishing  lists  and  other  informa- 
tion for  the  use  of  the  county'  school  text-book  commissions,  clerk  hire 
and  other  necessary  expenses  in  connection  with  the  filing  of  all  text- 
books submitted  for  adoption  in  the  state  of  Missouri.  Any  balance  re- 
maining in  such  fund  shall  be,  upon  the  first  of  January  of  each  year, 
placed  to  the  credit  of  the  general  revenue  fund  of  the  state. 

“ Sec.  5.  To  insure  compliance  with  the  aforesaid  conditions  under 
which  school  text-books  may  be  sold  in  the  state  of  Missouri,  said  pub- 
lisher shall  file  with  the  state  superintendent  a bond  of  not  less  than  two 
thousand  dollars  nor  more  than  ten  thousand  dollars,  said  bond  to  be 
approved  by  the  state  superintendent  and  the  amount  to  be  fixed  by  him ; 
upon  compliance  with  this  and  the  preceding  section,  said  publisher  shall 
thereupon  be  licensed  to  sell  school  books  in  this  state. 

“ Sec.  6.  If  in  any  case  said  publisher  shall  furnish  books  inferior  in 
any  particular  to  the  samples  on  file  with  the  state  superintendent,  or 
shall  require  higher  prices  than  those  listed  with  the  state  superintendent, 
then  it  shall  become  the  duty  of  the  county  text-book  commission,  or 
board  of  directors,  to  inform  the  state  superintendent  of  the  failure  of 
said  publisher  to  comply  with  the  terms  of  his  contract.  The  state  super- 
intendent shall  thereupon  notify  the  publisher  of  said  complaint,  and,  if 
said  publisher  shall  disregard  the  notification  and  fail  to  immediately 
comply  with  the  terms  of  his  contract,  then  the  state  superintendent  shall 
institute  legal  proceedings  for  the  forfeiture  of  the  bond  of  said  publisher. 

“ Sec.  7.  During  the  month  of  April,  1907,  and  thereafter  annually,  dur- 
ing the  month  of  January,  it  shall  be  the  duty  of  the  state  superintendent 
to  furnish  each  county  superintendent  or  county  commissioner  with  a list 
of  publishers  who  shall  have  conformed  to  the  requirements  hereinbefore 
set  forth  relating  to  sample  books,  prices  and  bond. 

“ Sec.  8.  Before  seeking  to  enter  into  contract  with  any  county  text- 
book commission,  or  board  of  directors,  for  the  schools  covered  by  this 
act,  the  publisher  shall  furnish  the  county  superintendent  or  county  com- 
missioner or  secretary  of  the  board  of  directors  with  a duplicate  printed 
list  of  the  books  and  prices  filed  with  the  state  superintendent.-  When 
any  book  or  series  of  books  in  such  list  shall  have  been  adopted  by  the 
county  commission  or  by  the  board  of  directors  in  said  county,  it  shall  be 
the  duty  of  said  publisher  of  said  book  or  books  to  furnish  each  county 
superintendent  or  county  commissioner  with  a sample  of  the  same,  to 
remain  in  the  office  of  said  county  superintendent  or  county  commissioner, 
and  to  be  the  property  of  said  county. 

“ Sec.  9.  The  county  text-book  commissions  are  hereby  empowered  to 
adopt  text-books  for  all  subjects  that  may  be  taught  in  the  public  schools 
of  their  respective  counties,  and  to  enter  into  contract  for  the  same  for  a 
period  of  five  years  in  the  manner  hereinafter  provided.  All  books 
adopted  by  the  county  commission  shall  be  used  exclusively  in  the  schools 


218 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


of  the  county,  except  in  such  towns  and  cities  as  are  exempt  in  section  3 
of  this  act;  and,  further,  except  that  all  books  introduced  into  the  public 
schools  since  May  1,  1905,  either  through  the  action  of  boards  of  directors 
. or  on  the  recommendation  of  county  superintendents  or  county  boards  of 
education,  may  be  continued  in  use  for  a period  of  five  years  from  the 
date  of  the  introduction  of  said  books : Provided,  that  publishers  of  said 
books  shall  comply  with  all  the  requirements  of  sections  4 and  5 of  this 
act  prior  to  August  1,  1907. 

“ Sec.  10.  Said  commissions  shall  make  no  changes  until  they  shall 
have  advertised  for  bids  for  at  least  two  successive  weeks  in  one  or  more 
county  papers,  and  the  adoption  of  such  books  shall  not  be  made  until 
the  expiration  of  at  least  fourteen  days  from  the  date  at  which  such 
advertisement  first  appeared.  Such  advertisement  shall  specify  subjects 
in  which  changes  will  be  considered  and  the  probable  number  of  books 
of  each  kind  required. 

“Sec.  11.  In  selecting  books  the  text-book  commission  shall  carefully 
consider  the  price,  character  of  the  subject  matter,  binding,  illustrations, 
print  and  paper,  the  adaptability  to  local  conditions,  and  all  points  that 
affect  the  value  of  the  book. 

“ Sec.  11a.  In  all  counties  where  the  county  court  does  not  elect  to  pur- 
chase text-books  and  sell  the  same  to  pupils  at  cost,  as  hereinafter  pro- 
vided, the  publisher  making  contracts  under  this  act  shall  sell  and  fur- 
nish to  all  dealers  or  merchants  of  said  county,  or  to  dealers  or  merchants 
in  contiguous  territory,  all  adopted  text-books  at  the  net  contract  price. 
No  dealer  shall  sell  said  books  at  more  than  fifteen  per  cent  advance  on 
said  net  contract  price. 

“ Sec.  12.  When  any  county  text-book  commission  or  board  of  directors 
shall  adopt  books  and  enter  into  contracts  with  the  publishers  thereof 
such  contracts  shall  provide  a reasonable  exchange  price  for  the  books 
displaced  by  adoption. 

“ Sec.  13.  Any  teacher  or  school  director  who,  within  eight  months 
after  the  county  board  of  education  shall  have  adopted  a list  of  text- 
books for  such  county,  shall  sanction  or  permit  the  use  of  any  book  not 
in  accordance  with  the  provisions  of  this  act  shall  be  guilty  of  a misde- 
meanor, and,  upon  conviction,  shall  be  fined  not  less  than  twenty-five 
dollars  no(r)  more  than  one  hundred  dollars.  If  any  county  text-book 
commission  or  board  of  directors  shall  attempt  to  change  any  text-book 
before  the  expiration  of  a contract  for  the  same,  made  under  this  act  any 
member  of  such  commission  or  board,  who  votes  for  such  unlawful 
change,  shall  be  guilty  of  a misdemeanor,  and  upon  conviction,  shall  be 
fined  not  less  than  twenty-five  dollars  nor  more  than  one  hundred  dollars. 
Any  publisher,  or  agent  of  said  publisher,  who  shall  connive  at  or  seek 
to  procure  such  unlawful  change,  shall  be  guilty  of  a misdemeanor,  and 
subject  to  a like  penalty. 

“ Sec.  14.  Nothing  in  this  act  shall  be  construed  to  prevent  the  use  of 
supplementary  books  as  shall  be  furnished  at  the  expense  of  the  school 
district,  provided  such  supplementary  books  shall  not  displace  books  regu- 
larly adopted  under  the  provisions  of  this  act. 

“ Sec.  15.  The  boards  of  directors  of  each  school  district  shall  have  au- 
thority to  purchase  all  necessary  books  for  indigent  pupils  and  pay  for 
the  same  out  of  the  incidental  funds  of  the  district. 

“ Sec.  16.  Boards  of  directors  of  cities  and  towns  exempt  from  county 
uniformity  under  section  3 of  this  act,  who  may  not  accept  county  uni- 
formity, may  adopt  and  contract  for  books  from  the  state  list  under  the 
same  restrictions  and  in  the  same  general  manner  as  herein  provided  for 
the  adoption  of  books  by  the  county  text-book  commission. 

“ Sec.  17.  When  any  publisher  of  school  text-books  shall  file  with  the 
state  superintendent  the  samples  and  lists  provided  for  in  section  4 of 
this  act,  said  publisher  at  the  same  time  shall  be  required  to  file  a sworn 
statement  that  he  has  no  understanding  or  agreement  of  any  kind  with 
any  other  publisher,  or  interest  in  the  business  of  any  other  publisher, 
with  the  effect,  design  or  intent  to  control  the  prices  on  such  books  or  to 
restrict  competition  in  the  adoption  or  sale  thereof. 

“ Sec.  18.  Before  being  licensed  to  sell  school  text-books  in  this  state, 
the  publisher  thereof  shall  file  with  the  state  superintendent  of  public 
schools  a sworn  statement,  showing  the  ownership  of  such  publishing 
house  with  interest,  names  and  addresses  of  such  owners,  and  specific- 


TEXT-BOOKS  AND  SUPPLIES. 


219 


ally  stating  whether  or  not  the  said  publisher,  or  the  owner  of  any  inter- 
est or  shares  in  such  publishing  house,  is  the  owner  of  any  interest  or 
shares  in  any  other  publishing  house  and  if  so  giving  the  name  and 
address  tlieieof. 

“ Sec.  19.  If  at  any  time  any  publisher  shall  enter  into  any  understand- 
ing, agreement  or  combination  to  control  the  prices  or  to  restrict  compe- 
tition in  the  adoption  or  sale  of  school  books,  or  if  the  statements  required 
of  said  publisher  by  the  two  preceding  sections  shall  be  untrue  in  any  re- 
spect then  the  attorney-general  shall  institute  and  prosecute  legal  pro- 
ceedings for  the  forfeiture  of  the  bond  of  said  publisher  and  for  the 
revocation  of  (his)  authority  to  sell  school  books  in  this  state,  and  all 
contracts  made  by  said  publisher  under  this  act  shall  thereupon  become 
null  and  void  at  the  option  of  the  other  parties  thereto. 

“ Sec.  20.  Any  publisher  who  shall  sell,  or  offer  for  sale  or  adoption  in 
this  state,  school  text-books  of  any  kind  without  first  obtaining  license 
therefor  under  this  act,  shall  be  guilty  of  a misdemeanor,  and,  upon  con- 
viction shall  be  fined  not  less  than  five  hundred  dollars,  and  not  more  than 
five  thousand  dollars. 

“ Sec.  20a.  Any  member  of  any  county  board  of  education  who  shall 
accept  or  receive  any  money,  gift  or  any  property,  or  favor  whatsoever, 
from  any  person,  firm  or  corporation  selling  or  offering  for  sale  any  text- 
books, or  any  agent  thereof,  or  from  any  person  in  any  way  interested 
in  the  sale  of  text-books,  shall,  upon  conviction,  be  punished  by  a fine  not 
exceeding  one  thousand  dollars  or  by  imprisonment  in  the  county  jail  for 
not  more  than  six  months,  or  by  both  such  fine  and  imprisonment. 

“ Sec.  21.  All  acts  or  parts  of  acts  in  conflict  with  this  act  are  hereby 
repealed. 

“ Sec.  22.  There  being  no  law,  now  providing  for  the  selection  and  adop- 
tion of  text-books  creates  an  emergency  within  the  meaning  of  the  Consti- 
tution ; therefore  this  act  shall  take  effect  and  be  in  force  from  and  after 
its  passage.” 

(Appropriating  $4,000  for  expenses,  sec.  70a,  H.  B.  No.  34,  p.  1G,  May 
13,  1907.) 

P.  434,  Mar.  19,  1907. 

1148.  Montana:  Creating  a state  text-book  commission,  for  the  purpose  of 
adopting  and  maintaining  a uniform  series  of  text-books  for  the  public 
schools;  regulating  the  price  of  the  same;  defining  the  duties  and  powers 
of  said  commission ; and  making  an  appropriation. 

Commission  to  consist  of  seven  members  appointed  by  governor.  Adop- 
tions to  be  made  for  five  years.  Prescribing  conditions  of  contracts  and 
agreements.  Free  text-books. 

Chap.  132,  Mar.  7,  1907. 

1149.  Nevada:  Creating  a state  text-book  commission  and  authorizing  the  com- 
mission to  adopt  a uniform  series  of  text-books  for  the  public  schools  of 
the  State. 

Chap.  112,  Mar.  22,  1907. 

1150.  North  Carolina:  Amending  sec.  4063,  chap.  85,  Itevisal,  1905,  relative 
to  text-book  commission. 

Providing  for  the  payment  of  per  diem  of  $4  per  day,  not  to  exceed 
thirty  days,  and  payment  of  expenses  of  members  of  subcommission. 

Sec.  lb,  chap.  835,  Mar.  9,  1907. 

1151.  Oklahoma:  Carrying  into  effect  sec.  6,  art.  13,  of  constitution  by  creat- 
ing a text-book  commission  for  the  purpose  of  preparing  for  use  in  the 
common  schools  of  the  State  a uniform  system  of  text-books,  registers, 
records,  and  school  apparatus ; defining  the  duties  of  bidders  and  certain 
officers  and  prescribing  penalties  for  violations. 

“ Section  1.  There  is  hereby  created  a commission  to  be  composed  of 
seven  members,  to  be  known  as  the  ‘ Text-Book  Commission,’  consisting 
of  the  governor  and  six  other  persons  of  recognized  ability,  residents  of 
this  State,  a majority  of  whom  shall  be  experienced  educators,  who  shall 
be  appointed  by  the  governor  and  approved  by  the  senate,  to  serve  for 


220  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


a term  of  five  years  and  until  their  successors  are  appointed  and  quali- 
fied, unless  sooner  removed.  Any  vacancy  occurring  upon  the  commission 
from  any  cause  shall  be  filled  by  appointment  by  the  governor  as  in  the 
first  instance.  A majority  of  said  commission  shall  constitute  a quorum 
for  the  transaction  of  all  business  of  the  commission.  Before  transacting 
any  business  relating  to  the  duties  of  the  commission,  they  shall  each, 
in  addition  to  the  oath  prescribed  by  the  constitution,  take  an  oath  before 
some  person  authorized  to  administer  same,  to  faithfully  discharge  all 
the  duties  imposed  upon  them  as  members  of  the  Text-Book  Commission 
and  that  they  have  no  interest,  directly  or  indirectly,  in  any  contract 
that  may  be  made  under  this  act,  and  will  receive  no  personal  benefit 
therefrom,  that  they  will  examine  all  books  submitted  carefully  and 
faithfully,  as  herein  directed  and  prescribed,  and  said  oath  shall  be  filed 
in  the  office  of  the  secretary  of  state.  The  secretary  of  said  commission 
shall  keep  a correct  record  of  all  proceedings,  votes  and  actions  of  the 
commission,  which  said  records  shall  be  deposited  in  the  office  of  the 
secretary  of  state,  at  the  time  when  said  commission  is  not  in  session. 
All  votes  upon  any  proposition  submitted  to  the  commission  shall  be  yea 
and  nay,  and  recorded  in  the  journal  of  the  day’s  proceedings.  No  per- 
son shall  be  appointed  to  serve  on  said  commission  who  has  been  in  the 
employ,  directly  or  indirectly,  as  traveling  salesman,  or  otherwise,  for 
any  publisher  of  school  text-books. 

“ Sec.  2.  The  Text-Book  Commission  shall  be  called  together  by  the 
governor,  within  thirty  days  after  the  passage  and  approval  of  this  act, 
and  said  commission  is  hereby  empowered  to  select  and  adopt  a uniform 
system  or  series  of  school  text-books,  registers,  records,  maps,  charts, 
globes,  and  other  school  apparatus,  for  use  in  all  the  common  schools  of 
Oklahoma,  and  the  series  so  selected  shall  include  all  the  studies  taught 
in  the  common  schools  of  the  State  up  to  and  including  the  twelfth  grade. 

“ Provided,  that  none  of  said  text-books  shall  contain  anything  of  a 
partisan  or  sectarian  character.  Each  bidder  presenting  books  for 
adoption  shall  state  at  what  price  the  books  are  offered,  as  basic  books, 
and  as  supplementary  books; 

“ Provided,  that  the  commission  may  adopt  supplementary  readers, 
but  such  readers  shall  not  be  used  to  the  exclusion  of  basic  readers. 
The  duly  constituted  authorities  in  charge  of  any  private  school,  or  other 
educational  institution,  desiring  to  use  any  of  the  books  selected  by  said 
commission  in  such  school  shall  have  the  privilege  of  buying  said  books 
at  the  same  price  and  on  the  same  terms  at  which  they  are  furnished  to 
the  common  schools. 

“ Sec.  3.  As  soon  as  practicable,  at  the  time  fixed  in  the  notice  and  in 
such  manner  as  the  commission  may  deem  best,  the  commission  shall 
advertise  for  at  least  thirty  days,  for  sealed  bids  on  proposals  from  pub- 
lishers of  said  text  books  for  furnishing  books,  registers,  records,  and 
apparatus  to  the  common  schools  of  this  State  as  heretofore  provided. 
The  bids  or  proposals  shall  be  for  furnishing  the  books,  registers,  records, 
and  apparatus  for  a period  of  five  years,  commencing  August  first,  nine- 
teen hundred  eight.  Each  bid  shall  state  specifically  and  clearly  the 
retail  price  .at  which  each  book,  register,  record  and  apparatus  shall  be 
furnished.  Each  bid  or  proposal  shall  be  accompanied  with  specimen 
copies  of  each  and  all  books  offered  in  said  bid,  which  specimen  copies 
of  books  shall  be  sent,  by  express  or  mail  to  the  governor,  and  it  shall 
be  required  that  each  bidder  deposit  with  the  treasurer  of  the  State  of 
Oklahoma,  such  sum  of  money  as  the  commission  shall  require,  not  less 
than  five  hundred  dollars  nor  more  than  twenty-five  hundred  dollars, 
according  to  the  value  of  the  books,  registers,  records,  and  apparatus, 
each  bidder  may  propose  to  supply.  Such  deposit  shall  be  forfeited  to 
the  State  if  such  bidder  so  depositing  shall  fail  to  make  and  execute  such 
contract  and  bond  as  provided  in  this  act  within  such  time  as  the  com- 
mission may  require,  which  time  shall  be  specified  in  the  notice  adver- 
tised. Each  bid  shall  be  accompanied  with  a sworn  statement,  showing 
the  ownership  of  such  publishing  house,  with  the  interest,  names  and  ad- 
dresses of  such  owners  and  specially  stating  whether  or  not  the  said 
publishers  or  the  owners  of  any  interest  or  share  of  any  such  publishing 
house  is  the  owner  of  any  interest  or  share  of  any  other  publishing 
house,  and  if  so,  give  the  name  and  address  thereof  and  further  state  in 
said  affidavit  that  no  member  of  the  commission  is  in  any  manner  inter- 


TEXT-BOOKS  AND  SUPPLIES. 


221 


ested,  directly  or  indirectly,  in  such  firm  or  corporation  submitting  such 
bid.  If  the  fact  shall  be  disclosed  that  any  member  of  the  commission  is 
so  interested,  it  shall  work  a disqualification  of  such  member  of  the 
commission,  and  he  shall  not  be  permitted  to  serve  on  such  commission, 
or  if  it  should  further  appear  or  be  disclosed  that  a member  of  the  com- 
mission is  interested  in  any  book  or  series  of  books  as  the  author  or 
associate  author  or  that  any  member  of  the  commission  is  interested  in 
any  such  book  or  series  of  books  in  any  manner,  such  fact  shall  likewise 
work  a disqualification  of  such  member  and  he  shall  not  be  permitted  to 
serve  on  the  commission.  Each  member  of  the  commission,  after  a 
called  session  of  the  commission,  at  which  any  books  are  adopted  shall 
make  out  and  file  with  the  secretary  of  state  an  affidavit  that  he  is  not, 
and  has  not  been,  directly  or  indirectly  interested  in  or  related  to  any 
publishing  house,  person,  firm  or  corporation  submitting  any  book, 
register,  record,  manuscript,  or  school  apparatus  for  adoption,  or  in  any 
book,  register,  record,  manuscript,  or  school  apparatus  offered  for  adop- 
tion, nor  is  he  related  to  any  person  or  agents  representing  such  house, 
person,  or  firm  or  corporation,  and  that  he  will  not  accept  any  position  as 
agent  or  representative  of  any  person,  firm,  or  corporation  to  whom  any 
contract  may  be  awarded  by  said  commission  during  the  term  and  dura- 
tion of  said  contract,  and  that  he  is  not  related  to  any  person,  or  agents, 
representing  such  house,  firm  or  corporation.  Any  contract  entered  into 
under  the  provisions  of  this  act  with  any  publishers  who  may  hereafter 
become  a party  to  any  combination  or  trust  for  the  purpose  of  raising 
the  price  of  school  text  books,  registers,  records  or  school  apparatus 
used  in  this  State,  at  the  wish  of  the  commission,  shall  become  null  and 
void. 

“ Sec.  4.  All  bids  shall  be  sealed  and  deposited  with  the  chairman  of  the 
commission,  to  be  by  him  delivered  to  the  commission  in  executive  ses- 
sion for  the  purpose  of  considering  the  same.  When  any  person,  firm  or 
corporation  has  been  awarded  a contract  and  the  contract  and  bond  re- 
quired has  been  filed  with  the  commission,  it  shall  make  an  order  on  the 
treasurer  of  the  State,  reciting  such  fact,  and  thereupon  the  treasurer 
shall  return  the  deposit  of  such  bidder,  but  if  any  successful  bidder  shall 
fail  to  make  the  contract  and  bond  as  heretofore  provided,  the  treasurer 
shall  place  the  deposit  of  such  bidder  in  the  state  treasury  to  the  credit 
of  the  available  school  fund,  and  the  commission  shall  re-advertise  for 
other  bids  to  supply  such  books  or  school  apparatus  which  said  bidders 
may  have  failed  to  supply.  All  unsuccessful  bidders  shall  have  their 
deposits  returned  to  them  as  soon  as  the  commission  has  decided  not  to 
accept  their  bids.  All  books  adopted  by  the  commission  shall  be  printed 
in  English,  except  such  text-books  as  may  be  adopted  for  the  teaching 
of  any  foreign  language.  The  commission  shall  stipulate  in  the  contract 
that  where  a change  shall  have  been  made  from  the  books  now  in  use 
in  this  State,  the  contractor  or  contractors  shall  take  in  exchange  the 
respective  books  and  receive  the  same  in  exchange  for  new  books  at  a 
price  not  less  than  fifty  per  cent  of  the  contract  price.  Such  exchange 
period  shall  not  continue  longer  than  one  year  from  the  date  of  contract. 

“ Sec.  5.  The  bidder  or  bidders  to  whom  any  contract  may  have  been 
awarded  shall  make  and  execute  a good  and  sufficient  bond  payable  to 
the  State  of  Oklahoma  in  the  sum  of  not  less  than  ten  thousand  dollars 
to  be  approved  by  the  governor,  such  bond  to  be  conditioned  that  the 
contractor  or  contractors  shall  faithfully  perform  all  conditions  of  the 
contract.  The  contract  and  bond  shall  be  prepared  by  the  attorney- 
general  and  shall  be  made  to  conform  with  all  the  requirements  of  this 
act,  and  shall  be  payable  in  the  county  where  the  seat  of  government  of 
this  State  is  located,  which  shall  be  deposited  in  the  office  of  the  secretary 
of  state.  The  bond  shall  not  be  exhausted  by  a single  recovery  thereon  but 
may  be  sued  upon  from  time  to  time  until  the  full  amount  thereof  is  recov- 
ered, and  the  commission  may,  after  twenty  days  notice*  require  a new 
bond  to  be  given,  and  in  the  event  the  contractor  or  contractors  shall  fail 
to  furnish  such  new  bond;  the  contract  of  the  contractor  or  contractors 
may,  at  the  option  of  the  commission,  be  forfeited. 

“ Sec.  6.  It  shall  be  the  duty  of  the  commission  to  meet  at  the  time 
and  the  place  mentioned  in  the  notice  and  advertisement  and  it  shall 
adopt  such  rules  and  regulation  as  may  be  necessary  to  the  transaction 
of  its  business  not  contrary  to  the  provisions  of  this  act,  and  shall  then 


222  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


and  there  open  and  examine  the  sealed  proposals  received,  and  it  shall 
be  the  duty  of  the  commission  to  make  a full  and  complete  investigation 
of  aJl  books,  registers,  records  and  school  apparatus  and  bids  accompany- 
ing the  same.  Each  person,  company,  or  corporation  submitting  bids  or 
proposals  shall  be  permitted  to  file  a written  statement  as  to  the  merits 
of  any  book  or  books,  register,  record,  or  school  apparatus  offered  by  such 
bidder,  or  they  may  be  permitted  to  appear  in  person,  or  by  a duly 
authorized  agent,  before  said  commission,  and  the  party  so  appearing  or 
representing  the  claims  of  any  bidder,  shall  deposit  with  the  commission 
his  proper  credentials  or  authority  to  represent  such  bidder.  Every  per- 
son who  appears  before  the  commission  in  advocacy  of  the  adoption  or 
rejection  of  any  book,  register,  record,  manuscript,  or  any  school  appara- 
tus shall  file  an  affidavit  showing  fully  in  what  capacity  he  appears  and 
whether  he  is  representing  as  agents  or  otherwise,  any  bidder  or  whether 
he  has  received  or  has  a contract  to  receive  pay  for  his  services  in  appear- 
ing before  said  commission ; 

“ Provided,  that  no  state  official  of  this  State  shall  be  allowed  to 
appear  as  the  agent  or  representative  of  any  text-book  company,  firm  or 
corporation. 

“ Sec.  7.  The  literary  merits  and  historical  accuracy  of  all  books  shall 
be  the  main  point  to  be  considered  in  their  adoption,  and  the  books  shall 
be  selected  after  a careful  examination  and  consideration  of  all  the  books 
presented,  and  books  selected  shall  be  those  which,  in  the  opinion  of  the 
commission,  are  most  acceptable  for  use  in  the  various  schools  of  the 
State,  quality,  mechanical  construction,  paper,  print,  price,  authorship, 
and  any  other  relevant  matter  being  given  such  weight  in  making  its 
decision  as  the  commission  may  deem  advisable; 

“ Provided,  that  books  by  Oklahoma  authors  shall  have  preference, 
merit  and  price  being  equal.  The  commission  shall  proceed  without 
delay  to  adopt,  for  use  in  the  common  schools  of  this  State,  text-books  in 
the  schools  hereinbefore  mentioned,  and  shall  notify  publishers  to  whom 
contracts  are  awarded.  Each  contract  shall  be  duly  signed  by  the  pub- 
lishing house  or  its  authorized  officers  or  agents,  and  if  it  is  found  to 
be  in  accordance  with  the  award  and  all  of  the  provisions  of  this  act, 
and  if  the  bond  herein  required  is  presented  and  duly  approved,  the  com- 
mission shall  approve  said  contract  and  order  it  to  be  signed  on  behalf 
of  the  State  by  the  governor.  All  contracts  shall  be  made  in  duplicate 
and  one  copy  shall  remain  in  the  custody  of  the  secretary  of  state  and 
be  copied  in  full  in  the  minutes  of  the  meeting  of  the  commission  in  a 
well  bound  book,  and  the  other  copy  to  be  delivered  to  the  publisher  or 
agent  thereof.  All  the  books,  registers  and  records  furnished  under  such 
contract  shall  be  equal  in  all  respects  to  the  specimen  or  sample  copies 
furnished  with  the  bids;  and  it  shall  be  the  duty  of  the  state  superin- 
tendent of  public  instruction  to  preserve  in  his  office,  as  the  standard 
of  quality  and  excellence  to  be  maintained  in  such  books,  registers  and 
records,  during  the  continuance  of  such  contract,  the  specimen  or  sam- 
ple copies  of  all  books,  registers  and  records  which  have  been  the  basis 
of  any  contract,  together  with  the  original  bid  and  proposal.  The  con- 
tract and  exchange  price  of  each  book  shall  be  plainly  printed  on  the 
back  of  each  book,  together  with  the  following  notice: 

“ ‘ The  price  marked  hereon  is  fixed  by  the  State,  and  any  deviation 
therefrom  should  be  reported  to  the  state  superintendent  of  public 
instruction.’ 

“ Sec.  8.  The  commission  shall  not,  in  any  case,  contract  with  any 
publisher  of  any  book  or  books,  registers  and  records,  or  any  person, 
firm  or  corporation,  submitting  bids  for  furnishing  charts,  maps,  globes 
or  other  school  apparatus  to  be  used  in  the  common  schools  in  this  State, 
at  a price  in  excess  of  the  lowest  price  at  which  such  publisher  or  bidders 
furnishes  and  distributes  the  same  book  or  books,  registers,  records  or 
school  apparatus  under  contract  with  any  other  state,  county  or  school 
district  in  the  United  States,  under  like  conditions  of  distribution. 

“ Sec.  9.  The  publishers  or  bidders  shall  file  with  each  proposal  a 
sworn  statement  of  the  lowest  price  at  which  each  book,  chart,  map, 
globe  or  other  apparatus  offered  is  sold  anywhere  in  the  United  States, 
under  like  conditions  of  distribution.  Said  publishers  or  bidders  must 
further  agree  to  reduce  the  price  of  any  book  or  apparatus  adopted  by 


TEXT-BOOKS  AND  SUPPLIES. 


223 


the  commission,  if  reductions  are  made  below  such  contract  price  any- 
where in  the  United  States,  so  that  at  no  time  may  any  book  or  appa- 
ratus be  sold  in  Oklahoma  at  a higher  price  than  is  received  for  the 
same  book,  register,  record  or  apparatus  elsewhere  in  the  United  States 
where  like  conditions  of  distribution  prevail. 

“ Sec.  10.  Any  publisher,  person,  firm  or  corporation  submitting  bids, 
or  agent  of  such  publisher,  person,  firm  or  corporation,  who  shall  con- 
nive at  or  seek  to  procure  a change  of  the  series  of  text-books,  regis- 
ters, records  or  any  school  apparatus  by  the  commission  before  the  expi- 
ration of  the  period  in  which  a uniform  system  of  text-books  is  estab- 
lished in  this  State,  shall  be  guilty  of  a misdemeanor,  and,  upon  con- 
viction, shall  be  fined  not  less  than  twenty-five  dollars  and  not  more  than 
one  hundred  dollars  for  such  offense. 

“ Sec.  11.  It  shall  be  unlawful  for  any  teacher,  trustee  or  school  board 
of  any  common  school  in  this  State  to  purchase  or  contract  for  any  chart, 
map, 'globe  or  other  school  apparatus,  unless  the  same  shall  have  been 
submitted  to  the  text-book  commission  of  this  State  at  a regular  or 
special  session,  and  by  them  approved  and  a maximum  price  thereof 
fixed  by  said  commission. 

“ Sec.  12.  Any  person  who  shall  sell  to  any  teacher,  trustee  or  school 
board  of  any  common  school  of  this  State,  any  chart,  map,  globe  or  other 
school  apparatus,  which  have  not  been  approved  by  the  text-book  com- 
mission of  this  State,  and  any  person  who  shall  request  or  endeavor  to 
persuade  any  such  teacher,  trustee  or  school  board,  or  any  member 
thereof,  to  purchase  any  chart,  map,  or  globe  or  other  school  apparatus, 
the  sale  of  which  is  hereby  prohibited,  shall  be  deemed  guilty  of  a mis- 
demeanor and  liable  to  a fine  of  not  less  than  fifty  nor  more  than  two 
hundred  dollars. 

“ Sec.  13.  It  shall  be  a part  of  the  terms  and  conditions  of  every  con- 
tract made  in  pursuance  of  this  act  that  the  State  of  Oklahoma  shall 
not  be  liable  to  any  contractor  thereunder  for  any  sum  whatever,  but  all 
such  contracts  shall  receive  compensation  solely  and  exclusively  from 
the  proceeds  of  the  sales  of  school  books  as  provided  in  this  act,  and  it 
is  hereby  provided  that  the  State  shall  have  the  right  to  terminate  said 
contract  whenever  the  law  is  repealed  or  amended,  altered  or  qualified 
as  to  make  necessary  or  expedient  that  such  contract  should  be  revoked, 
or  as  to  such  book  or  books,  registers  and  records  as  may  be  published 
by  or  at  the  cost  of  the  State; 

“ Provided,  further,  that  the  commission  shall  have  the  powTer,  by  a 
majority  vote,  to  discontinue  the  use  of  unsatisfactory  books,  registers 
and  records  at  the  end  of  any  school  year  during  the  continuance  of  this 
contract,  and  to  make  another  adoption,  and  all  contracts  shall  contain 
a stipulation  to  that  effect.  The  State  may,  at  its  election,  cancel  any 
contract  entered  into  by  virtue  of  the  provisions  of  this  act  for  fraud  or 
collusion  upon  the  part  of  either  party  to  the  coutract  or  any  member 
of  the  commission,  or  any  person,  firm,  corporation  or  their  agents  mak- 
ing said  bond  or  contract ; and  for  the  cancellation  of  any  such  contract, 
the  attorney-general  is  hereby  authorized  to  bring  suit  in  any  court  of 
competent  jurisdiction  in  the  State,  and  in  case  of  the  cancellation  of 
any  contract  as  provided  in  this  act,  the  damages  are  fixed  at  not  less 
than  the  amount  of  said  bond  to  be  recovered  as  liquidated  damages  in 
the  same  suit  cancelling  such  said  contract.  And  on  account  of  the 
difficulty  in  determining  the  damage  that  might  accrue  by  reason  of 
such  fraud  and  cancellation  of  such  contract,  the  full  amount  of  the 
bond  given  by  any  contractor  shall  be  considered  as  liquidated  damages 
to  be  recovered  out  of  said  bond  by  the  State  at  the  suit  of  the  attorney- 
general,  and  every  contract  shall  contain  a clause  to  this  effect. 

“ Sec.  14.  The  text-book  commission  shall  have  and  reserve  the  right 
to  reject  any  and  all  bids  or  proposals  if  said  commission  be  of  the 
opinion  that  any  or  all  bids  should,  for  any  reason,  be  rejected;  and  in 
case  they  fail,  from  among  the  bids  or  proposals  submitted,  to  select  any 
book  or  books,  registers,  records  and  apparatus  upon  any  of  the  branches 
of  study  provided  for  in  this  act,  they  may  advertise  for  sealed  bids  or 
proposals  under  the  same  terms  and  conditions  as  before,  and  proceed  in 
their  investigation  in  all  respects  as  they  did  in  the  first  instance  and 
as  required  by  the  terms  and  provisions  of  this  act. 


224  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

“ Sec.  15.  The  party  or  parties  with  whom  the  contract  shall  be  made 
shall  place  their  books,  registers,  records  and  school  apparatus  on  sale 
at  as  many  places  in  each  county  of  the  State  as  the  commission  may 
direct  for  the  distribution  of  the  books  to  the  patrons,  and  the  contractor 
shall  be  permitted  to  make  arrangements  with  the  merchants  or  other 
persons  for  the  handling  and  distribution  of  the  books.  All  books  shall 
be  sold  to  the  consumer  at  the  retail  price  fixed  by  the  commission. 
Upon  the  failure  of  any  contractor,  under  the  provisions  of  this  act,  to 
furnish  the  books,  registers,  records  or  apparatus  as  provided  in  this 
contract,  the  county  superintendent  of  public  instruction  of  such  county 
shall  immediately  report  the  fact  to  the  attorney-general,  and  he  shall 
bring  suit  on  account  of  such  failure,  in  the  name  of  the  State  of  Okla- 
homa, in  any  court  of  competent  jurisdiction  in  the  State,  and  shall 
recover  on  the  bond  given  by  such  contractor  for  the  full  value  of  the 
books,  registers,  records  and  apparatus  not  furnished  as  required,  and 
in  addition  thereto  the  sum  of  one  hundred  dollars,  and  the  amounts  so 
recovered  shall  be  placed  to  the  credit  of  the  available  school  fund  of  the 
State. 

“Sec.  16.  As  soon  as  the  State  shall  have  entered  into  the  contract  for 
furnishing  of  the  books  and  apparatus  for  use  in  the  common  schools  of 
this  State,  under  the  provisions  of  this  act,  it  shall  be  the  duty  of  the 
governor  to  issue  his  proclamation  of  such  fact  to  the  people  of  the  State, 
and  immediately  thereafter  the  state  superintendent  of  public  instruction 
shall  address  a circular  letter  to  the  county  superintendents,  trustees  and 
school  boards  of  the  various  schools  of  the  State,  which  circular  letter 
shall  contain  a list  of  the  books,  registers,  records  and  apparatus 
adopted,  with  their  respective  prices,  together  with  such  other  informa- 
tion as  he  may  deem  advisable. 

“ Sec.  17.  If  any  local  agent,  dealer,  clerk  or  other  person  handling  or 
selling  the  books,  registers,  records,  maps,  charts,  globes  or  other  appara- 
tus adopted  under  this  act,  shall  demand  or  receive  for  a copy  of  any  of 
the  books,  registers,  records,  or  for  any  chart,  map,  globe  or  other  appa- 
ratus adopted  under  this  act,  more  than  the  contract  price,  he  shall  be 
guilty  of  a misdemeanor,  and  upon  conviction  shall,  for  each  offense,  be 
punished  by  a fine  of  not  less  than  fifty  dollars  nor  more  than  five  hun- 
dred dollars. 

“ Sec.  18.  The  trustees  and  school  boards  of  the  various  schools  of 
the  State  using  books,  registers,  records  and  apparatus  adopted  by  the 
commission  shall  hold  annual  meetings  and  make  an  estimate  of  the 
number  of  school  text-books,  registers,  records  and  apparatus  needed 
in  said  school  for  the  term  next  commencing  therein,  and  a report  thereof 
shall  be  made  to  the  county  superintendent  of  public  instruction  in  said 
county  immediately,  and  not  later  than  the  first  day  of  August  next  there- 
after, and  the  county  superintendent  shall,  as  soon  as  possible,  and  not 
later  than  the  tenth  day  of  August  of  each  year,  and  oftener,  if  the 
necessity  of  a school  requires  it,  make  out  his  requisition  from  the  report 
so  received,  and  from  any  other  source,  and  send  it  to  the  state  superin- 
tendent, when  such  books  are  printed  by  the  State  or  the  school  book 
publisher  or  publishers  having  contracts  under  the  provisions  of  this  act, 
stating  therein  the  number  of  books,  registers,  records  and  apparatus  of 
each  kind  needed  for  the  schools  of  his  county. 

“ Sec.  19.  The  books  and  apparatus  adopted  by  the  commission  under 
the  provisions  of  this  act,  shall  be  introduced  and  used  as  text-books, 
registers,  records  and  apparatus  to  the  exclusion  of  all  others  in  the 
common  schools  of  this  State  as  hereinbefore  provided,  but  nothing  in 
this  act  shall  be  construed  to  prevent  or  prohibit  the  patrons  of  the 
common  schools  in  the  State  £rom  procuring  books,  registers,  records  and 
apparatus  in  the  usual  way  in  the  event  that  the  State  does  not  publish 
such  books,  registers,  records,  or  manufacture  such  apparatus,  in  the 
event  that  no  contracts  are  made,  or  in  the  event  that  the  contractor  or 
contractors  fail  or  refuse  to  furnish  the  books,  registers,  records  or 
apparatus  provided  for  in  this  act,  at  the  time  that  said  books  or  appa- 
ratus are  required  for  use  in  the  schools. 

“ Sec.  20.  Any  school  trustee  who  shall  prevent  or  aid  in  preventing  the 
use  in  any  common  school  in  this  State  of  the  books,  registers,  records 
and  apparatus,  or  any  of  them,  as  adopted  under  the  provisions  of  this 
act,  or  any  teacher  in  this  State  who  shall  wilfully  fail  or  refuse  to  use 


TEXT-BOOKS  AND  SUPPLIES. 


225 


the  books,  registers,  records  and  apparatus  adopted  under  the  provisions 
of  this  act,  shall  be  guilty  of  a misdemeanor,  and  upon  conviction  shall 
be  fined  any  sum  not  less  than  twenty-five  dollars  nor  more  than  fifty 
dollars  for  each  offense,  and  each  day  of  such  wilful  failure  or  refusal 
of  said  teachers  or  wilful  prevention  of  the  use  of  the  books,  registers, 
records  or  apparatus  by  said  school  trustee,  shall  constitute  a separate 
offense. 

“ Sec.  21.  The  commission  may,  from  time  to  time,  make  any  necessary 
regulations,  not  contrary  to  the  provisions  of  this  act,  to  secure  the 
prompt  distribution  of  the  books,  registers,  records  and  apparatus  herein 
provided  for  and  for  the  prompt  and  faithful  execution  of  all  contracts ; 
and  it  is  now  expressly  provided  for  that  said  commission  shall  maintain 
its  organization  during  the  continuance  of  the  contracts  to  be  entered  into 
during  the  year  nineteen  hundred  and  eight,  and  after  the  expiration 
of  same,  to  reorganize  the  commission  for  a period  of  five  years  as  in 
the  first  instance,  and  enter  into  such  other  contracts  in  pursuance  of 
this  act  as  they  may  deem  for  the  best  interests  of  the  patrons  of  the 
common  schools  of  the  State:  Provided,  That  said  commission  shall  be 
discontinued  at  such  time  when  the  efficiency  for  the  publication  of  such 
books,  registers  and  records  provided  for  in  this  act,  by  the  State,  makes 
the  continuance  of  said  commission  unnecessary. 

“ Sec.  22.  If,  when  the  proposals  to  furnish  text-books  are  submitted 
to  the  text-book  board,  it  shall  appear  that  publishers  have  combined 
upon  prices  and  that  the  proposals  are  unreasonable,  said  board  is 
hereby  empowered,  with  the  approval  of  the  state  board  of  education, 
to  do  any  and  all  acts  that  may  be  necessary  for  the  purpose  of  procuring 
a meritorious  uniform  system  of  text-books,  registers  and  records  for 
use  in  the  common  schools  of  Oklahoma.  They  may,  with  the  approval 
of  the  state  board  of  education,  offer  prizes  for  manuscripts  of  books  or 
employ  suitable  persons  to  prepare  or  compile  the  same,  and  contract 
with  printing  concerns  for  publication,  purchase  or  hire  plates,  maps  and 
engravings  of  copyright  matter ; contract  for  or  lease  copyrights  for 
the  purpose  of  being  used  in  compiling  and  printing  such  books,  provide 
for  the  payment  of  royalties  or  for  the  leasing  of  plates  for  printing  of 
the  whole  or  any  part  of  said  books.  Provided,  that  the  entire  cost  of 
any  book  or  books  so  furnished  shall  not  exceed  the  price  of  any 
standard  book  or  books  of  like  character  which  was  proposed  to  be 
furnished  by  publishers. 

“ Sec.  23.  An  itemized  statement  of  all  necessary  expenses  of  the  com- 
mission, together  with  a sworn  itemized  statement  of  the  necessary 
expenses  of  the  individual  members  of  the  commission,  shall  be  filed  with 
the  secretary  of  state,  and  the  members  thereof  shall  be  allowed  to 
receive  as  their  only  compensation  for  their  services,  the  sum  of  six 
dollars  per  day  wdiile  on  duty,  and  their  actual  traveling  expenses  going 
to  and  returning  from  the  place  of  meeting,  to  be  paid  by  the  state 
treasurer,  under  the  direction  and  approval  of  the  governor;  provided, 
that  no  per  diem  shall  be  allowed  to  any  member  of  the  commission  who 
shall,  at  the  time  of  service  thereof,  be  receiving  a stated  salary  from  the 
State;  provided  further,  that  the  members  of  said  commission  shall  not 
draw  pay  during  the  year  nineteen  hundred  eight  for  more  than  thirty 
days,  nor  more  than  ten  days  for  any  following  year. 

“ Sec.  24.  It  shall  be  unlawful  for  any  member  of  the  text-book  com- 
mission to  accept  as  a gift,  or  at  a reduced  price,  any  books,  registers, 
records  or  school  apparatus  or  anything  of  value  from  any  person,  firm 
or  corporation  interested,  directly  or  indirectly,  in  any  bid  filed  with  said 
commission  or  in  the  adoption  of  any  book,  register,  record  or  apparatus 
by  said  commission,  and  any  person  violating  this  section  of  this  act 
shall  be  punished  by  a fine  of  not  less  than  one  hundred  dollars,  nor  more 
than  five  hundred  dollars,  and  by  imprisonment  in  the  county  jail  not 
less  than  thirty  days. 

“ Sec.  25.  The  words  ‘ common  schools,’  as  used  in  this  act,  shall  be 
construed  to  mean  all  the  schools  of  this  State  receiving  aid  from  the 
State  out  of  the  common  school  fund. 

“ Sec.  26.  Any  nonresident  person  or  firm  or  foreign  corporation  with 
whom  a contract  has  been  entered  into  under  the  provisions  of  this 

63470—09 15 


226  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

act,  shall  designate  the  secretary  of  state  of  Oklahoma  as  its  or  their 
agent  on  whom  citation  and  other  writs  and  process  may  be  served,  in 
the  event  that  any  suit  shall  be  brought  against  such  person,  firm  or 
corporation. 

“ Sec.  27.  The  sum  of  twenty-five  hundred  dollars,  or  so  much  thereof 
as  may  be  necessary,  is  hereby  appropriated  for  the  purpose  of  carrying 
into  effect  the  provisions  of  this  act. 

“ Sec.  28.  All  acts  and  parts  of  acts  in  conflict  with  this  act  be,  and 
the  same  are  hereby  repealed. 

“ Sec.  29.  For  the  preservation  of  the  public  peace  and  safety,  an 
emergency  is  hereby  declared  to  exist,  by  reason  whereof  this  act  shall 
take  effect  and  be  in  force  from  and  after  its  passage  and  approval.” 

Chap.  77,  H.  B.  331,  p.  680,  May  18,  1908. 

1152.  South  Dakota:  See  enactment  No.  100. 

1153.  Texas:  Creating  a state  text-book  board  and  procuring  for  use  in  the 
public  free  schools  of  the  State  for  a period  of  five  years,  beginning 
Sept.  1,  1908,  a series  of  uniform  text-books,  defining  the  duties  of  cer- 
tain officers  named,  making  appropriation  therefor,  defining  certain  mis- 
demeanors, providing  for  a bond  for  the  faithful  performance  of  contracts 
and  to  cover  liquidated  damages  for  fraud  or  collusion,  and  authorizing 
the  atttorney-general  to  bring  suit  therefor,  and  providing  penalties  for 
violation  of  the  provisions  of  this  act. 

Chap.  9,  May  14,  1907  (sp.  sess.). 

1154.  Wisconsin:  Creating  secs.  553m — 1 to  553m — 25  inclusive,  Statutes,  1898, 
providing  for  county  uniformity  in  school  text-books  and  for  a county 
board  of  education  in  each  county. 

Providing  for  submission  of  question  of  county  uniformity  to  annual 
county  school-board  convention  (chap.  105,  Laws,  1905),  vote  of  majority 
of  districts  to  determine.  Providing  for  the  election,  qualifications  of 
members,  organization,  and  proceedings  of  a county  board  of  education 
to  select  and  adopt  uniform  series  of  text-books.  Prohibiting  changes  of 
any  book  within  five  years  of  time  of  adoption.  Authorizing  adoption 
of  supplementary  books. 

Exempting  cities  and  districts  maintaining  a free  high  school  and  all 
state  graded  schools  of  the  first  class  from  using  prescribed  books  unless 
so  desired.  Exempting  districts  having  adopted  the  free  text-book  sys- 
tem from  using  prescribed  books  until  some  change  is  made  in  books 
used  therein. 

Chap.  561,  July  10,  1907. 


L.  SUBJECT-MATTER  OF  INSTRUCTION. 

It  is  difficult  to  classify  with  great  accuracy  the  legislation  affecting 
in  a definite  way  the  content  of  the  instruction  given  in  the  public 
schools.  This  is  especially  true  with  those  enactments  having  to  do 
with  the  establishment  of  elementary  or  secondary  technical  and 
industrial  courses  or  schools.  Of  the  enactments  of  a general  nature 
the  following  may  be  mentioned  as  deserving  of  especial  attention: 
California  (1155),  relative  to  postgraduate  courses  of  study  in  gram- 
mar schools;  Idaho  (1156) , providing  for  uniform  eighth-grade  exam- 
inations; Utah  (1160),  creating  a “state  school  committee;”  and 
Vermont  (1162),  providing  for  instruction  in  special  subjects. 


SUBJECT-MATTER  OF  INSTRUCTION. 


227 


Of  the  remaining  enactments  in  the  group,  the  following  may  be 
specially  mentioned:  Rhode  Island  (1169),  Utah  (1173),  Massa- 
chusetts (1170),  Arkansas  (1176),  California  (1177),  Texas  (1178), 
Virginia  (1180),  and  Wisconsin  (1181). 


(a)  General. 

1155*.  California:  Adding  sec.  1779  to  Political  Code,  1906,  relative  to  gram- 
mar grade  postgraduate  course  of  study  in  public  schools. 

Permitting  the  establishment  of  such  courses  of  study  requiring  one 
or  more  years  for  completion. 

Chap.  67,  Mar.  1,  1907. 

1156*.  Idaho:  Providing  for  a final,  uniform,  eighth-grade  examination  which 
shall  admit  pupils  to  the  first  year  of  the  high  school,  and  prescribing 
rules  and  regulations. 

Questions  to  be  prepared  under  the  direction  of  the  state  superintend- 
ent of  public  instruction.  Defining  conditions  of  passing.  Eighth-grade 
diploma  necessary  for  entrance  to  high  school. 

S.  B.  No.  120,  p.  168,  Mar.  12,  1907. 

1157.  Illinois:  Amending  sec.  3,  p.  379,  Acts,  1905,  providing  normal-school 
scholarships  for  graduates  of  the  eighth  grade. 

Changing  time  of  holding  annual  examination  from  second  Saturday 
of  May  to  any  Saturday  between  the  1st  of  March  and  the  15th  of  May. 

H.  B.  332,  p.  523,  Apr.  19,  1907. 

1158.  Montana:  Creating  a county  board  of  educational  examiners,  providing 
for  their  appointment,  fixing  their  compensation,  and  prescribing  their 
qualifications  and  duties. 

Board  to  conduct  also  eighth-grade  examinations  upon  request  of  state 
board  of  education. 

Chap.  47,  Feb.  27,  1907. 

1159.  Utah:  See  enactment  No.  168. 

1160.  Utah:  Creating  a state  school  committee,  defining  its  powers  and  duties, 
providing  for  the  preparation  of  a state  course  of  study,  and  further 
providing  for  the  payment  of  the  necessary  expenses  of  the  county  super- 
intendents on  the  committee. 

Constituting  the  state  superintendent  of  public  instruction,  the  prin- 
cipal of  the  state  normal  school,  the  principal  of  the  state  normal  training 
school,  and  two  county  superintendents  a committee  to  prescribe  a 
course  of  study  for  the  schools  of  the  State  not  included  in  county  school 
districts  of  the  first  class  or  in  cities  of  the  first  and  second  classes. 

Chap.  57,  Mar.  14,  1907. 

1161.  Vermont:  Amending  sec.  1,  act  No.  30,  Acts,  1894  (sec.  607,  chap.  32, 
Public  Statutes,  1894),  relative  to  courses  of  study  in  the  elementary 
schools. 

Extending  authority  of  the  superintendent  of  education  to  prepare 
when  necessary  (formerly  annually)  a course  of  study  for  elementary 
(formerly  ungraded)  schools.  Adding  provision  concerning  distribution. 

Sec.  4,  Act  No.  43,  Dec.  18,  1906.  (Apr.  1,  1907.) 

1162.  Vermont:  Amending  sec.  686,  chap.  36,  Public  Statutes,  1894,  relative  to 
special  branches  in  the  public  schools.  Adding  provision  for  instruction 
in  physical  culture,  drawing,  and  the  industrial  arts  and  sciences. 

Act  No.  49,  Nov.  23,  1906, 


228  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

1163.  Wisconsin:  Amending  sec.  447,  Statutes,  1898,  as  amended  by  chap.  158, 
Laws,  1905,  relative  to  branches  taught  in  public  schools. 

Providing  that  the  teaching  of  a foreign  language  shall  not  at  any 
time  prevent  the  offering  of  the  regular  common  school  branches  in 
English.  Requiring  every  pupil  to  devote  at  least  half  the  school  day  to 
the  study  of  English  branches. 

Chap.  200,  June  12,  1907. 


(b)  History,  Civics,  and  Patriotism. 

[See  enactments  under  subdivision  (j)  : “ Days  for  Special  Observance.”] 

1164.  Delaware:  Requiring  that  the  constitution  of  the  State  be  taught  and 
explained  to  all  public  school  pupils. 

Chap.  124,  Apr.  9,  1907. 

1165.  Kansas:  Providing  for  the  display  of  the  United  States  flag  on  school- 
houses,  and  encouraging  patriotic  exercises  in  schools. 

Providing  also  that  state  superintendent  shall  prepare  form  of  flag 
salute  and  programme  of  exercises  for  the  observance  of  special  days — 
Lincoln’s  Birthday,  Washington’s  Birthday,  Memorial  Day  (May  30), 
and  Flag  Day  (June  14). 

Chap.  319,  Mar.  6,  1907.  Unsigned  by  the  governor. 

1166.  Maine : Encouraging  the  compiling  and  teaching  of  local  history  and 
local  geography  in  the  public  schools. 

Providing  for  the  appointment  of  a state  historian,  who  shall  compile 
historical  data  of  the  State  and  encourage  the  teaching  of  the  same  in  the 
public  schools ; who  shall  also  encourage  the  compiling  of  town  histories, 
combined  with  local  geography,  suitable  for  use  in  the  grammar  and  high 
schools,  and  approve  the  same  for  publication.  Constituting  the  superin- 
tending school  committee,  the  superintendent  of  schools,  and  a citizen  of 
the  town  selected  by  them  a board  to  compile  and  to  secure  the  publica- 
tion of  the  history  and  local  geography  of  the  town.  Providing  for  ex- 
penses of  state  historian  (annual  maximum,  $500)  and  for  state  aid  to 
towns  (maximum,  $150). 

Chap.  88,  Mar.  20,  1907. 

1167.  New  Jersey:  Encouraging  the  celebration  of  Flag  Day  in  the  public 
schools. 

Requiring  appropriate  exercises  on  June  14  of  each  year  as  the  day  of 
the  adoption  of  the  American  flag  by  the  Continental  Congress. 

Chap.  84,  Apr.  17,  1907. 

1168.  North  Carolina:  Amending  sec.  4087,  chap.  85,  Revisal,  1905,  relative 
to  branches  to  be  taught  in  the  public  schools. 

Removing  ambiguity  of  phrase  concerning  the  teaching  of  the  history 
and  constitution  of  North  Carolina  and  the  history  and  Constitution  of 
the  United  States.  Providing  for  the  teaching  of  the  elements  of  civil 
government  and  for  text-book  instruction  in  physiology  and  hygiene. 

Sec.  lc,  chap.  835,  Mar.  9,  1907. 

1169*.  Rhode  Island:  Providing  for  the  observance  of  May  4 as  Rhode  Island 
Independence  Day. 

May  4 of  each  year  to  be  observed  with  patriotic  exercises  in  all  public 
schools.  Commissioner  of  public  schools  to  prepare  and  distribute 
programme. 

Chap.  1591,  May  26,  1908. 


(c)  Physical  Education. 

j. See  under  Section  M,  subdivision  d:  ‘‘Vacation  Schools  and  Playgrounds.”] 


SUBJECT-MATTEft  OE  INSTRUCTION. 


229 


(d)  Physiology;  Hygiene;  Alcohol;  Narcotics. 

1170.  Massachusetts:  See  enactment  No.  1110. 

1171.  North  Carolina:  See  enactment  No.  1168. 

1172.  North  Carolina:  Providing  for  scientific  temperance  instruction  in  the 
public  schools. 

Prescribing  character  and  amount  of  such  instruction,  and  providing 
for  its  enforcement  in  the  schools  of  the  State. 

Chap.  957,  Mar.  11,  1907. 

1173*.  Utah:  Providing  for  the  establishment  of  a course  of  instruction  in  the 
public  schools  on  the  subjects  of  sanitation  and  the  cause  and  preven- 
tion of  disease. 

“ Section  1.  Sanitation  and  the  cause  and  'prevention  of  disease  shall 
be  taught. — That  there  shall  be  established  in  the  Normal  Schools  of  the 
state,  and  in  the  public  schools,  beginning  with  the  eighth  grade,  a 
course  of  instruction  upon  the  subjects  of  sanitation,  and  the  cause  and 
prevention  of  disease. 

“ It  shall  be  the  duty  of  the  state  board  of  education  and  state  board 
of  health,  acting  conjointly,  to  prepare  a course  of  study  to  carry  out  the 
provisions  of  this  act.” 

Chap.  96,  Mar.  14,  1907. 


(e)  Moral  and  Ethical  Education. 

D 1174.  Kentucky  (1905)  : A public  school  opened  with  prayer  and  the  read- 
in  without  comment  of  passages  from  King  James’s  translation  of  the 
Bible,  during  which  pupils  are  not  required  to  attend,  is  not  “ a place  of 
worship,”  nor  are  its  teachers  “ ministers  of  religion,”  within  the  mean- 
ing of  constitution,  sec.  5,  providing  that  no  person  shall  be  compelled  to 
attend  any  place  of  worship  or  contribute  to  the  support  of  a minister 
of  religion. — Hackett  v.  Brooksville  Graded  School  District,  87  S.  W.,  792. 

The  King  James  translation  of  the  Bible,  or  any  edition  of  the  Bible 
is  not  a sectarian  book,  and  the  reading  thereof  without  comment  in 
the  public  schools  does  not  constitute  sectarian  instruction,  within  the 
meaning  of  Ky.  Stat.,  1903,  sec.  4368,  providing  that  no  books  of  a sec- 
tarian character  shall  be  used  in  any  common  school,  nor  shall  any 
sectarian  doctrine  be  taught  thereiu. — Ibid. 

D 1175.  Texas  (1908)  : ° The  holding  of  certain  exercises  in  the  public  schools 
held  not  to  convert  the  schools  into  a place  of  worship,  in  violation  of 
constitution,  art.  1,  sec.  6. — Church  v.  Bullock,  109  S.  W.,  115. 

Notwithstanding  constitution,  art.  1,  secs.  6,  7,  and  art.  7,  sec.  5,  one 
or  more  individuals  held  not  entitled  to  have  the  courts  deny  the  people 
the  privilege  of  having  their  children  instructed  in  the  public  schools  in 
the  moral  truths  of  the  Bible. — Ibid. 


(f)  Humane  Treatment  of  Animals. 

(g)  Music. 

(h)  Drawing. 

(i)  Elementary  Technical,  Manual,  and  Industrial  Training. 

[See  also  Section  O:  “Technical  and  Industrial  Education — Elementary  and  Secondary.”] 


o See  p.  316  for  complete  text  of  decision. 


230  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


117G.  Arkansas:  Authorizing  the  teaching  of  elementary  agriculture  in  the 
public  schools. 

Act  No.  455,  May  29,  1907. 

1177.  California:  Amending  sec.  1665,  Political  Code,  1906,  relative  to  course 
of  study  in  primary  and  grammar  schools. 

Nature  study  to  be  taught  with  special  reference  to  agriculture.  Man- 
ual training  and  domestic  science  added  and  made  optional. 

Chap.  52,  Mar.  1,  1907. 

1178.  Texas:  Amending  sec.  100,  chap.  124,  Acts,  1905,  relative  to  subjects  to 
be  taught  in  the  public  schools. 

Providing  for  the  teaching  of  elementary  agriculture,  excepting  in 
independent  school  districts  containing  a scholastic  population  of  three 
hundred  and  more. 

Chap.  169,  Apr.  24,  1907. 

1179.  Utah:  Urging  Congress  to  adopt  the  Burkett-Pollard  bill  (providing  for 
appropriations  to  the  several  States  for  advancing  instruction  in  elemen- 
tary agriculture  and  manual  training). 

Sen.  Jt.  Mem.  No.  2,  p.  275,  Mar.  14,  1907. 

1180.  Virginia:  See  enactment  No.  107. 

1181.  Wisconsin:  Amending  sec.  496b,  Statutes,  1898,  and  sec.  496c,  Statutes, 
1898,  as  amended  by  chap.  278,  Laws,  1899,  and  creating  sec.  496c — 1, 
relative  to  manual  training  and  state  aid  therefor  in  free  high  schools. 

Authorizing  extension  of  manual  training  so  as  to  include  the  three 
upper  grades  below  the  high  school.  Authorizing  assistance  of  inspectors 
of  graded  schools  in  the  supervision  of  manual  training  departments. 
Annual  state  aid  to  equal  one-half  the  cost  of  instruction ; not  to  exceed 
$350  if  in  high  school  and  three  upper  grades,  or  $250  if  in  high  school 
alone  (formerly  $250  to  high  school).  Authorizing  two  or  more  districts 
to  unite  in  engaging  manual  training  teachers  and  providing  aid  there- 
for. Increasing  maximum  limit  of  annual  state  aid  from  $5,000  to 
$25,000. 

Chap.  503,  July  9,  1907. 


(j)  Days  for  Special  Observances. 

[Seo  enactments  under  subdivision  (b)  : “History,  Civics,  and  Patriotism;"  also  under 
Section  H,  subdivision  d : “ School  Holidays.”] 

1182.  Montana:  Amending  secs.  1990  and  3280,  Political  Code,  1895,  relative  to 
Arbor  Day. 

Changing  Arbor  Day  from  second  Tuesday  of  May  to  third  Tuesday  of 
April. 

Chap.  11,  Feb.  13,  1907. 

1183.  New  Hampshire:  Making  May  13,  1907,  a legal  holiday. 

Making  May  13,  1907,  the  three  hundredth  anniversary  of  the  landing 
of  the  first  English  colonists  at  Jamestown,  Virginia,  a legal  holiday. 

Chap.  66,  Mar.  20,  1907. 

1184.  Newr  Jersey:  Relative  to  Arbor  Day. 

Designating  first  Friday  in  May.  Exercises  in  schools. 

Chap.  187,  Apr.  13,  1908. 


(k)  Other  Special  Subjects. 

1185.  Arizona:  Providing  for  instruction  in  commercial  branches  in  the  public 
schools  of  Arizona. 

Authorizing  the  introduction  of  commercial  subjects  by  boards  of 
school  trustees,  and  providing  for  the  employment  and  licensing  of 
teachers. 


Chap.  58,  Mar.  21,  1907. 


SPECIAL  TYPES  OF  SCHOOL. 


231 


M.  SPECIAL  TYPES  OF  SCHOOL. 

The  legislation  relating  to  special  types  of  school  reveals  a con- 
tinued tendency  to  extend  greatly  the  activities  of  public  education. 
While  some  of  the  enactments  here  included  are  not  applicable 
strictly  to  schools,  they  are  brought  forward  in  evidence  of  this  wid- 
ening tendency  of  public  education.  This  is  particularly  true  of 
those  of  New  Jersey  (1186),  Ohio  (1187),  Massachusetts  (1197a, 
1197b),  Oregon  (1199),  and  Wisconsin  (1200). 

The  special  schools  for  adults  established  in  Pennsylvania  (1188), 
and  the  special  evening  schools  established  in  New  Jersey  (1196), 
are  of  peculiarly  large  contemporary  interest. 

The  establishment  of  kindergartens  by  Kansas  (1191)  and  by 
Texas  (1192)  are  features  of  the  widening  scope  of  the  public-school 
system.  In  connection  with  these  two  enactments,  the  decision  of 
the  California  supreme  court  (D  1190)  is  pertinent. 

The  Massachusetts  act  (1197)  enlarging  the  powers  of  the  school 
committee  of  the  city  of  Boston  with  reference  to  physical  education 
stands  out  as  a prominent  example  of  the  progressive  and  far-reach- 
ing legislation  affecting  the  schools  of  the  large  cities. 

The  several  enactments  in  Wisconsin  (1201-1204)  are  deserving 
of  special  mention  in  connection  with  this  general  topic  of  the  exten- 
sion of  the  activities  of  the  school  as  a social  institution. 


(a)  General. 

1186.  New  Jersey:  Amending  chap.  69,  Laws,  1904,  as  supplemented  by  chap. 
106,  Laws,  1905,  authorizing  cities  of  the  first  class  to  provide  annual 
excursions  for  children  of  the  same. 

Increasing  authorized  limit  of  annual  appropriation  from  $5,000  to 

$10,000. 

Chap.  130,  Apr.  9,  1908. 

1187.  Ohio:  Repealing,  and  reenacting  with  amendments,  sec.  4007,  Revised 
Statutes  (1905),  relative  to  elementary  schools. 

Authorizing  city  school  districts  to  establish  and  maintain  normal 
schools,  summer  or  vacation  schools,  school  gardening,  and  playgrounds. 

H.  B.  887,  p.  85,  Apr.  9,  1908. 


1188.  Pennsylvania:  Establishing  schools  for  adults,  including  foreigners, 
and  providing  for  instruction,  and  employment  of  teachers  for  same. 

“ Section  1.  Be  it  enacted,  etc.,  That  whenever  an  application  shall  be 
made  to  the  school-directors  of  any  school  district  of  this  Commonwealth, 
requesting  the  said  board  to  provide  means  for  the  instruction  of  any 
colony,  camp,  or  settlement  of  adults,  including  foreigners,  who  may  re- 
side temporarily  or  permanently  within  the  boundaries  of  said  school 
district,  it  shall  be  the  duty  of  said  board  to  arrange  a suitable  and  con- 
venient place  wherein  any  such  persons  desiring  to  attend  may  be  in- 
structed in  the  several  branches  now  taught  in  the  common  schools  of  this 
Commonwealth. 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8, 


232 


“ Sec.  2.  The  application  or  petition  shall  be  signed  by  at  least  twenty 
persons  of  said  school  district,  who  may  either  be  taxable  residents  of 
said  district,  or  aliens  desiring  such  tuition : Provided ',  That  any  alien, 
so  signing,  must  accompany  his  request  by  the  statement  that  he  desires 
to  avail  himself  of  the  said  instruction. 

“ Sec.  3.  The  said  school  may  be  discontinued,  at  any  time,  at  the  dis- 
cretion of  the  said  school  board,  whenever  the  average  daily  attendance 
for  any  month  is  less  than  fifteen. 

“ Sec.  4.  It  shall  be  in  the  discretion  of  the  school  board  to  use  any  one 
or  more  of  the  schoolhouses  established  for  ordinary  and  usual  school 
purposes,  or  to  erect  or  provide  such  suitable  building  or  buildings,  port- 
able or  permanent,  as  may  be  necessary. 

“ Sec.  5.  That,  upon  receipt  of  such  application  or  petition,  the  school 
board  shall  at  once  proceed  to  provide  a suitable  location  for  such  school, 
hire  the  necessary  teachers,  and  make  all  needful  expense  to  open  and 
continue  said  school : Provided,  That  any  two  or  more  school  districts 
may  unite  in  the  establishment,  support,  and  maintenance  of  said  schools : 
Provided,  however,  That  the  establishing  and  maintaining  of  such  schools 
shall  be  optional  with  the  school  boards  of  the  several  districts,  except 
such  years  as  a State  appropriation  is  made  for  this  purpose. 

“ Sec.  6.  The  school  board  may  prescribe  the  hours  at  which  the  school- 
house  may  be  open  for  instruction,  which  shall  be  between  the  hours  of 
nine  o’clock  in  the  forenoon  and  nine  o’clock  in  the  evenings. 

“ Sec.  7.  The  instruction  in  said  school  shall  be  in  the  English  lan- 
guage, except  when  necessary  to  translate  the  same  into  the  original 
language  of  the  scholars : Provided,  That  no  sectarian  instruction  shall  be 
allowed.” 

Act  No.  60,  Apr.  15,  1907. 

1189.  Virginia:  Establishing  a public  free  school  on  the  grounds  of  the  prison 
association  of  Virginia  at  Laurel,  Henrico  County,  making  an  appropria- 
tion for  the  erection  and  equipment  of  the  schoolhouse,  and  providing  for 
the  conduct  and  maintenance  of  same. 

Chap.  404,  Mar.  16,  1908. 


(b)  Kindergartens. 

D 1190.  California  (1905)  : a Pol.  Code,  secs.  1617,  1662,  1663,  which  recognize 
and  make  provision  for  the  establishment  of  kindergartens  in  cities  and 
towns,  do  not,  when  construed  so  as  not  to  entitle  kindergartens  to  partici- 
pate in  the  state  school  fund,  conflict  with  constitution,  art.  9,  sec.  5, 
requiring  the  legislature  to  provide  a system  of  common  schools  by  which 
a free  school  shall  be  kept  up  and  supported  in  each  district,  and  sec.  6 of 
the  same  article,  requiring  the  state  school  fund  to  be  applied  exclusively 
to  the  support  of  primary  and  grammar  schools. — Los  Angeles  County  v. 
Kirk,  83  P.,  250. 

1191*.  Kansas:  Empowering  school  boards  to  establish  and  maintain  free 
kindergartens  for  the  instruction  of  children  between  4 and  6 years 
of  age. 

Nothing  in  the  act  to  be  construed  to  change  law  relating  to  the  taking 
of  the  census  of  the  school  population  or  the  apportionment  of  state  and 
county  school  funds.  Cost  of  establishing  and  maintaining  to  be  paid 
from  school  fund  of  districts.  Prescribing  qualifications  of  teachers. 

Chap.  325,  Mar.  1,  1907. 

1192.  Texas:  Empowering  the  trustees  of  any  school  district  to  establish  and 
maintain  free  kindergartens  for  the  training  of  children  between  4 and  7 
years  of  age  and  to  provide  for  trained  teachers  for  same. 

Providing  that  such  establishment  shall  not  affect  laws  governing 
school  census  or  apportionment  of  school  funds.  Support  by  special  tax. 
Providing  for  kindergarten  teachers’  certificates. 

Chap.  149,  Apr.  20,  1907. 


a See  p.  310  for  complete  text  of  decision. 


SPECIAL  TYPES  OE  SCHOOL. 


233 


(c)  Evening  Schools. 

1193.  California:  See  enactment  No.  Jj. 

D 1194.  California  ( 1907 ) : ° Constitution,  art.  9,  sec.  6,  held  not  to  prevent 
the  maintenance  of  evening  high  schools  as  a part  of  the  public  school 
system. — Board  of  Education  of  City  and  County  of  San  Francisco  v. 
Hyatt,  93  P.,  117. 

1195.  Georgia:  Amending  the  charter  of  the  city  of  Macon  so  as  to  authorize 
and  direct  the  mayor  and  council  to  appropriate  certain  fixed  sums  of 
money  for  the  support  of  a night  school  to  be  kept  at  one  or  both  of  the 
Macon  public  libraries. 

Act  No.  100,  p.  786,  Aug.  17,  1907. 

1196.  New  Jersey:  Providing  for  the  establishment  of  evening  schools  for 
foreign-born  residents. 

“1.  The  board  of  education  of  any  school  district  may  establish  and 
maintain  a public  evening  school  or  evening  schools  for  the  instruction 
of  foreign-born  residents  of  said  district  over  fourteen  years  of  age  in  the 
English  language  and  in  the  form  of  government  and  the  laws  of  this 
State  and  of  the  United  States.  Every  teacher  employed  in  such  a school 
shall  hold  a special  teacher’s  certificate,  valid  as  a license  to  teach  in  such 
schools.  The  state  board  of  education  shall  prescribe  rules  for  the  proper 
control  and  management  of  such  schools,  for  the  inspection  thereof,  for 
the  granting  of  certificates  to  teach  therein,  and  for  carrying  into  effect 
the  purposes  of  this  act.  The  course  of  study  in  each  of  such  schools  and 
any  changes  therein  shall  be  submitted  to  and  shall  be  approved  by  the 
state  board  of  education. 

“ 2.  Whenever  in  any  school  district  there  shall  have  been  raised  by 
special  appropriation  or  special  tax,  or  by  subscription,  or  both,  such 
sum  as,  in  the  judgment  of  the  state  board  of  education,  shall  be  sufficient 
for  the  maintenance  in  such  district  of  an  evening  school  or  schools  as 
aforesaid,  there  shall  be  paid  for  such  purpose  to  the  custodian  of  the 
school  moneys  of  said  district,  on  the  order  of  the  state  superintendent 
of  public  instruction,  an  amount  equal  to  that  raised  therein  as  aforesaid, 
’which  amount  shall  be  paid  by  the  state  treasurer  on  the  warrant  of  the 
state  comptroller : Provided,  said  order  shall  not  be  issued  until  the 
course  of  study  in  such  school  or  schools  or  any  changes  therein  shall 
have  been  approved  by  the  state  board  of  education.  The  moneys  appro- 
priated by  the  State  as  aforesaid  to  any  school  district  shall  not  exceed 
in  any  year  the  sum  of  five  thousand  dollars.  The  custodian  of  the  school 
moneys  of  the  school  district  shall  be  the  legal  custodian  of  any  and  all 
funds  appropriated,  raised  or  subscribed  for  the  maintenance  of  such 
evening  schools.  He  shall  keep  a separate  and  distinct  account  thereof, 
and  shall  disburse  said  moneys  on  orders  signed  by  the  president  and 
district  clerk  or  secretary  of  the  board  of  education. 

“3.  The  board  of  education  of  any  school  district  receiving  an  appro- 
priation from  the  State  for  the  purpose  mentioned  in  this  act  shall  annu- 
ally, on  or  before  the  first  day  of  August,  make  a special  report  to  the 
state  superintendent  of  public  instruction  in  the  manner  and  form  pre- 
scribed by  him. 

“ 4.  The  state  board  of  education  may  from  time  to  time  appoint  suit- 
able persons  to  assist  in  carrying  out  the  provisions  of  this  act  and  to  en- 
courage the  establishment  of  such  evening  schools.  The  persons  so 
appointed  shall  receive  no  compensation  for  their  services,  but  shall  be 
paid  the  necessary  expenses  incurred  by  them  under  the  provisions  of 
this  act. 

“ 5.  The  expenses  incurred  in  carrying  out  the  provisions  of  this  act 
shall  be  paid  by  the  state  treasurer  on  the  warrant  of  the  state  comp- 
troller, but  no  expense  shall  be  incurred  nor  payment  made  for  any  of 
the  purposes  named  in  this  act  until  an  appropriation  therefor  shall  have 
been  made  in  a regular  appropriation  bill. 

“6.  This  act  shall  take  effect  immediately.” 

Chap.  36,  Apr.  11,  1907. 


a See  p.  306  for  complete  text  of  decision. 


234  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

(d)  Vacation  Schools  and  Playgrounds. 

1197.  Maryland:  Authorizing  contract  between  the  city  of  Baltimore  and  the 
Children’s  Playground  Association  of  Baltimore  for  the  maintenance  of 
playgrounds  in  said  city. 

Chap.  511,  p.  587,  Apr.  8,  1908. 

1197a.  Maryland:  Adding  sec.  93A  to  art.  4,  Code  of  Public  Local  Laws,  1904, 
authorizing  the  board  of  park  commissioners  of  Baltimore  to  establish 
athletic  fields  and  playgrounds  for  the  use  of  the  students  of  the  public 
schools  of  the  city.  Chap.  106,  p.  594,  Mar.  19,  1908. 

1197b.  Massachusetts:  Enlarging  the  powers  of  the  school  committee  of  the 
city  of  Boston  in  respect  to  physical  education. 

“ Sec.  1.  The  school  committee  of  the  city  of  Boston,  within  the  limit 
of  the  appropriations  for  such  purposes  made  by  it  as  hereinafter  author- 
ized or  under  existing  authority  of  law,  shall,  during  the  summer  vaca- 
tion and  such  other  part  of  the  year  as  it  may  deem  advisable,  organize 
and  conduct  physical  training  and  exercises,  athletics,  sports,  games, 
and  play,  shall  provide  proper  apparatus,  equipment  and  facilities 
for  the  same  in  the  buildings,  yards  and  playgrounds  under  the  control 
of  said  committee,  or  upon  any  other  land  which  it  may  have  the  right 
to  use  for  this  purpose. 

“ Sec.  2.  The  said  committee  shall  use  for  the  purpose  aforesaid  such 
of  the  playgrounds,  gymnasia  or  buildings  under  the  control  of  the  park 
commission  of  said  city  as  the  school  committee  may  deem  suitable 
therefor,  such  use  to  be  subject  however  to  such  reasonable  regulations 
and  conditions  as  the  park  commission  may  prescribe:  Provided,  also, 
that  such  use  shall  not  extend  to  any  playground,  gymnasium  or  build- 
ing under  the  control  of  the  park  commission  which  said  commission 
shall  by  vote  approved  by  the  mayor  declare  to  be  unsuitable  for 
such  use. 

“ Sec.  3.  Appropriations  for  the  above  named  purposes  shall  be  made 
by  the  school  committee  in  the  same  manner  in  which  it  makes  appro- 
priations for  the  support  of  the  public  schools,  and  the  total  amount  of 
the  appropriations  which  said  committee  is  authorized  by  law  to  make 
is  hereby  increased  for  the  current  financial  year  of  the  city  by  two 
cents  upon  each  one  thousand  dollars  of  the  valuation  on  which  the  ap- 
propriations of  the  council  are  based,  and  by  two  cents  additional,  or  four 
cents  in  all,  for  each  subsequent  year ; but  the  amount  of  said  increase 
shall  be  appropriated  solely  for  the  purposes  mentioned  in  this  act.” 

Chap.  295,  Apr.  13,  1907. 

1197c.  Massachusetts:  Authorizing  the  board  of  park  commissioners  of  the 
city  of  Lowell  to  establish  and  maintain  parks  and  playgrounds. 

Chap.  148,  Feb.  27,  1908. 

1197d.  Massachusetts:  Providing*  for  public  playgrounds  in  certain  cities  and 
towns. 

Adoptive  by  cities  of  more  than  30,000.  At  least  one  public  playground 
to  be  maintained  after  July  1,  1910. 

Chap.  513,  May  12,  1908. 


3198.  New  Jersey:  Amending  the  title,  and  secs.  2,  3,  4,  5,  and  6,  chap.  117, 
Laws,  1907,  relative  to  public  playgrounds  in  cities. 

Title  to  read  “An  act  concerning  playgrounds  and  recreation  places  in 
cities  of  this  State,  and  providing  for  the  establishment,  equipment,  con- 
trol, use  and  regulation  thereof.” 

Amending  so  to  read  throughout  “ playgrounds  and  recreation  places  ” 
(formerly,  “ playgrounds  and  recreation  places  for  children  ” ) ; authorizing 
the  use  of  playgrounds  for  exhibitions,  etc. ; admission  free.  Other  minor 
amendments. 


Chap.  308,  Apr.  7,  1908. 


SPECIAL  TYPES  OF  SCHOOL. 


235 


1100.  Oregon:  Creating  a public  playgrounds  board  for  the  city  of  Portland. 

Authorizing  said  board  to  acquire  by  purchase,  gift,  or  condemnation, 
lands  for  public  playgrounds  and  gymnasium,  and  to  equip,  maintain,  and 
manage  the  same,  and  to  provide  rules  and  regulations  for  the  manage- 
ment thereof. 

“ Section  1.  That  there  be  and  is  hereby  created  a board  of  five  persons 
to  be  known  as  the  public  playground  board,  whose  duty  it  shall  be  to 
provide,  equip,  and  maintain  public  playgrounds  and  gymnasiums  for 
the  use  of  children  within  the  city  of  Portland,  Multnomah  County, 
Oregon,  as  hereinafter  provided. 

“ Sec.  2.  Such  public  playgrounds  board  shall  consist  of  the  mayor  of 
the  city  of  Portland,  and  the  judge  of  the  juvenile  court  of  Multnomah 
County,  Oregon,  the  superintendent  of  the  public  schools  of  school  dis- 
trict No.  1,  Multnomah  County,  Oregon,  the  president  of  the  Multnomah 
Amateur  Athletic  Club,  and  the  librarian  of  the  public  library  of  the 
city  of  Portland,  Oregon,  and  their  successors  in  their  respective  offices. 

“ Sec.  3.  Said  public  playgrounds  board  shall  organize  at  a meeting 
thereof,  to  be  called  by  the  mayor  of  the  city  of  Portland,  not  more  than 
sixty  days  after  the  date  on  which  this  law  shall  take  effect  and  elect 
a chairman  from  among  their  number,  and  a secretary,  who  need  not  be 
a member  of  the  board.  None  of  said  board  shall  receive  any  compensa- 
tion for  their  services  as  such.  Regular  meetings  of  said  board  shall  be 
held  monthly  at  such  times  as  may  be  prescribed  by  the  board,  and 
special  meetings  may  be  held  upon  call  of  the  chairman  or  of  three 
members  of  the  board,  and  at  all  such  meetings  three  members  of  said 
board  shall  constitute  a quorum. 

“ Sec.  4.  The  secretary  of  said  board  shall  keep  an  accurate  record  of 
all  the  proceedings  of  said  board,  including  all  rules  and  regulations 
adopted  for  the  government  or  use  of  the  playgrounds  or  gymnasium,  and 
shall  perform  such  other  duties  as  may  be  prescribed  by  the  said  board. 
He  shall  receive  in  full  compensation  for  all  his  services  such  salary  as 
may  be  determined  by  the  board,  not  exceeding  the  sum  of  $100  per 
month. 

“ Sec.  5.  The  treasurer  of  the  city  of  Portland  shall  be  treasurer  of 
the  board  and  shall  keep  an  accurate  account  of  all  moneys  received  and 
paid  out  on  account  of  said  board  apart  from  all  other  accounts,  and 
shall  pay  out  no  moneys  on  account  of  such  board,  except  upon  a warrant 
drawn  upon  him  by  the  chairman  or  acting  chairman,  countersigned  by 
the  secretary  or  acting  secretary  of  the  said  board. 

“ Sec.  6.  Said  public  playgrounds  board  at  any  regular  meeting  thereof 
shall  have  power  to  assess  a tax,  not  exceeding  one-quarter  of  one  mill 
on  the  dollar  in  any  one  year  during  the  first  five  years  after  this  act 
takes  effect,  and,  thereafter,  one-eighth  of  one  mill  on  the  dollar  during 
any  one  year  upon  the  taxable  property  of  the  city  of  Portland,  which 
tax  shall  be  collected  like  other  city  taxes,  and  when  so  collected  shall 
be  exclusively  under  the  control  of  said  public  playgrounds  board,  and 
shall  be  exclusively  used  for  public  playgrounds  and  gymnasium  pur- 
poses, according  to  the  judgment  of  said  board,  and  said  board  shall 
have  full  and  exclusive  control  of  all  public  playgrounds  and  gym- 
nasiums within  the  city  of  Portland,  including  all  those  parts  of  the 
public  parks  or  grounds  of  said  city  which  had  been  or  may  hereafter 
be  set  aside  for  playgrounds  or  gymnasiums,  and  shall  have  power  to 
lay  out,  improve,  and  equip  such  public  playgrounds  and  gymnasiums,  to 
appoint  all  necessary  employees,  including  watchmen  or  keepers,  who 
shall  have  the  power  and  authority  of  police  officers,  and  fix  the  com- 
pensation of  all  such  employees,  and  shall  disburse  all  moneys  appro- 
priated, received,  or  collected  for  the  improvement  or  use  of  said  play- 
grounds and  gymnasiums,  and  generally  shall  have  power  to  do  all  acts 
needful  or  proper  for  the  protection,  care  or  improvement  of  said  play- 
grounds and  gymnasiums,  and  to  make  all  necessary  rules  or  regulations 
for  the  use  or  government  thereof,  and  for  breaches  of  such  rules  and 
regulations  to  affix  penalties  thereto,  not  exceeding  $20  for  any  one 
offense,  to  be  collected  as  other  fines  and  penalties  are  collected  in  the 
said  city  of  Portland,  Oregon. 

“ Sec.  7.  The  said  public  playgrounds  board  is  hereby  empowered  to 
acquire  title  by  purchase,  gift,  devise,  and  condemnation  or  otherwise  to 
any  land  it  may  deem  desirable  for  public  playgrounds  or  gymnasiums, 


286 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


the  title  thereto  to  be  taken  in  the  name  of  the  city  of  Portland,  Multno- 
mah County,  Oregon,  and  to  pay  for  the  same  from  the  tax  collected 
as  herein  provided,  or  from  any  other  funds  given  or  received  for  said 
purpose,  and  the  park  board  of  the  city  of  Portland  shall  have  authority 
to  turn  over  to  the  said  public  playgrounds  board  such  parts  of  the 
parks  and  other  grounds  belonging  to  the  city  of  Portland  and  within 
the  control  of  said  park  board  as  shall  be  suitable  and  desirable  for 
public  playgrounds  and  gymnasiums,  and  when  so  designated  and  turned 
over  to  said  public  playgrounds  board  the  same  shall  be  under  the 
jurisdiction  of  said  public  playgrounds  board  as  other  property  it  might 
acquire  for  said  purpose.  Said  public  playgrounds  board  shall  have 
power  and  authority  to  sell  any  lands  or  other  property  acquired  for 
playgrounds  or  gymnasium  purposes  whenever  in  the  judgment  of  said 
board  such  land  or  property  shall  have  become  undesirable  for  such  pur- 
poses, and  all  money  received  on  such  sale  shall  be  turned  into  and  be- 
come part  of  said  playgrounds  fund.  It  shall  be  the  duty  of  the  water 
board  of  the  city  of  Portland  to  furnish  whatever  water  may  be  neces- 
sary for  drinking  fountains,  water  closets,  sprinkling  or  other  legitimate 
purposes  for  the  playgrounds  and  gymnasiums  which  may  be  established 
under  this  act,  free  of  charge. 

“ Sec.  8.  If  the  said  public  playgrounds  board  desires  to  acquire  any 
land  for  use  in  accordance  with  this  act  and  cannot  agree  with  the 
owners  as  to  the  amount  to  be  paid  therefor,  said  public  playgrounds 
board  may  proceed  in  the  circuit  court  of  Multnomah  County,  Oregon, 
as  provided  in  chapter  2,  title  41,  of  Bellinger  and  Cotton’s  compilation 
of  the  laws  of  Oregon,  for  the  appropriation  of  such  land  for  public 
playgrounds  and  gymnasium  purposes. 

“ Sec.  9.  No  land  shall  be  purchased  unless  authorized  at  a regular 
meeting  of  said  public  playgrounds  board  and  concurred  in  by  at  least 
three  members  of  said  board.  It  shall  be  a crime  for  any  member  of 
said  board  to  be  interested  in  any  contract  to  which  the  board  of 
which  he  is  a member  shall  be  a party  or  in  which  it  is  interested,  and 
such  crime  shall  be  prosecuted  and  punished  as  a misdemeanor. 

“ Filed  in  the  office  of  the  secretary  of  state,  Feb.  25,  1907.” 

Chap.  159,  Feb.  25,  1907. 

1200.  Wisconsin:  Amending  secs.  1,  3,  and  4,  chap.  181,  Laws,  1899,  and  mak- 
ing the  same  secs.  926 — 17,  926 — 19,  and  926 — 20,  respectively,  of  the 
statutes,  and  creating  sec.  776n,  providing  for  the  creation  of  park 
districts  in  cities  of  the  third  and  fourth  classes  and  in  towns,  and 
providing  for  levying  and  collecting  a district  tax  to  procure  lands  for 
parks  and  playgrounds,  and  to  improve  and  maintain  parks  and  play- 
grounds therein. 

Chap.  585,  July  12,  1907. 


(e)  University  Extension;  Public  Lectures. 

1201.  Wisconsin:  Amending  secs.  1 and  2,  chap.  336,  Laws,  1901,  as  amended 
by  secs.  1 and  2,  chap.  125,  Laws,  1905  (creating  secs.  515a  and  515b, 
Statutes,  1898),  relative  to  the  use  of  public  schools  and  libraries  for 
public  lectures. 

Providing  for  lectures  (formerly,  evening  lectures).  The  further 
education  of  adults  to  be  cared  for  in  particular.  Empowering  boards 
to  delegate  management  and  control  of  lectures. 

Chap.  75,  May  3,  1907. 

1202.  Wisconsin:  Amending  sec.  435,  Statutes,  1898,  relative  to  powers  and 
duties  of  school  district  boards  and  the  care  of  school  property. 

Authorizing  use  of  school  buildings  for  lectures,  public  entertainments, 
etc.,  under  the  auspices  of  the  school  authorities  for  the  benefit  of  the 
schools.  Permitting  admission  fees. 


Chap.  270,  June  19,  1907. 


SPECIAL  TYPES  OF  SCHOOL. 


237 


1203.  Wisconsin:  Creating  sec.  1494j  of  the  statutes,  relating  to  university 
extension. 

Regents  may  carry  on  extension  and  correspondence  teaching;  $20,000 
annually.  Chap.  413,  June  26,  1907. 

1204.  Wisconsin:  Amending  sec.  933  of  the  statutes,  as  amended,  relating  to 
the  use  of  public  libraries. 

Free  library  may  employ  lecturers;  cooperation  with  University  of 
Wisconsin  and  free  library  commission  to  encourage  wider  use  of  educa- 
tional books.  Chap.  307,  June  21,  1907. 


(f)  Farmers’  Institutes,  etc. 

1205.  Alabama:  Appropriating  annually  $4,000  for  the  purpose  of  holding 
farmers’  institutes,  conducting  experiments,  gathering  statistics,  etc.,  for 
the  betterment  of  the  agricultural  interests  of  the  state. 

Act  No.  767,  p.  751,  Aug.  9,  1907. 

1206.  California:  Authorizing  the  regents  of  the  University  of  California  to 
hold  farmers’  institutes. 

Making  appropriation  of  $1,200  for  the  biennium  1907  and  1908. 

Chap.  136,  Mar.  8,  1907. 

1207.  Colorado:  Making  a special  appropriation  of  $10,000  for  1907  and  1908 
for  farmers’  institutes  and  agricultural  extension  work  by  the  state 
board  of  agriculture  and  the  State  Agricultural  College. 

. Sec.  4,  chap.  76,  Apr.  15,  1907. 

1208:  Indiana:  Supplementing  chap.  134,  Laws,  1889  (secs.  2809-2811,  Burns’s 
Annotated  Statutes,  1901),  relative  to  the  encouragement  of  farmers’ 
institutes. 

Authorizing  additional  annual  expenditure  of  not  to  exceed  $100  for 
each  county  institute.  Providing  for  recognition  of  woman’s  auxiliary. 
Penalty  for  false  reports.  Chap.  117,  Mar.  8,  1907. 

1209.  Louisiana:  Authorizing  the  commissioner  of  agriculture  and  immigration 
to  employ  a farmers’  institute  conductor,  providing  for  payment  of  his 
salary,  his  expenses,  and  the  expenses  incurred  in  conducting  said  farm- 
ers’ institutes,  and  for  holding  institutes  for  the  instruction  of  the  citi- 
zens of  the  state  in  the  various  branches  of  agriculture. 

Act  No.  162,  July  2,  190S. 

1210.  Oklahoma:  See  enactment  No.  1436. 

1211.  Wisconsin:  Amending  sec.  486c,  Statutes,  1898,  relative  to  the  method 
of  placing  farmers’  institute  bulletins  in  the  public  schools. 

To  be  distributed  by  superintendent  of  agricultural  institutes  directly 
to  town  clerks  (formerly,  through  state  superintendent). 

Chap.  66,  Apr.  30,  1907. 

1212.  Wyoming:  Authorizing  the  several  boards  of  county  commissioners  to 

appropriate  annually  $100  to  defray  expenses  of  holding  farmers’  insti- 
tutes under  the  supervision  and  with  the  cooperation  of  the  University 
of  Wyoming.  Chap.  77,  Feb.  20, 1907. 


(g)  Private  and  Endowed  Schools. 


238  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

N.  SECONDARY  EDUCATION:  HIGH  SCHOOLS  AND  ACADEMIES. 

The  volume  of  legislation  and  judicial  decisions  upon  the  ques- 
tion of  high  schools  would  seem  to  indicate  that  this  school  was 
occupying  a larger  and  larger  place  within  the  scheme  of  public  edu- 
cation. Aside  from  the  question  of  direct  state  aid,  the  attitude  of 
the  various  States  toward  the  development  of  secondary  education  is 
well  illustrated  by  the  following:  Alabama  (1215),  providing  for 
the  establishment  of  county  high  schools;  California  (1220),  per- 
mitting the  establishment  of  postgraduate  courses  of  study  in  high 
schools;  California  (D1224),  relative  to  the  status  of  evening  high 
schools;  Illinois  (1227),  providing  for  high-school  privileges  for  all 
graduates  of  the  eighth  grade;  Indiana  (1230),  relative  to  the  classi- 
fication of  high  schools;  Kansas  (1233-1235),  relative  to  county  high 
schools;  Montana  (1245),  relative  to  the  status  of  the  county  high 
school;  Nebraska  (1246),  providing  free  public  high  school  educa- 
tion for  all  the  youth  of  the  State;  Nebraska  (1247),  providing  for 
the  establishment  of  county  high  schools;  North  Carolina  (1255), 
providing  for  the  establishment  of  county  high  schools ; South  Caro- 
lina (1261),  providing  for  the  establishment  of  county  high  schools. 
Throughout  this  group  of  legislation  and  judicial  interpretation  it 
is  easy  to  detect  the  growing  importance  in  popular  favor  of  the 
county,  township,  and  joint  high  schools. 

1213.  Alabama:  Providing  for  county  high  school  for  Dale  County. 

Providing  for  annual  state  appropriation  of  $5,000;  for  board  of  trus- 
tees, and  duties  and  powers  thereof. 

Act  No.  703,  p.  641,  Aug.  9,  1907. 

# 

1214.  Alabama:  Providing  for  state  appropriation  to  high  school  at  Planters- 

ville.  " 

Appropriation,  $4,000.  Constitution  of  board  of  trustees. 

Act  No.  705,  p.  642,  Aug.  9,  1907. 

1215.  Alabama:  Providing  for  the  establishment  of  high  schools  in  the  counties 
of  the  State  and  making  appropriations  therefor. 

Creating  a commission  composed  of  the  governor,  auditor,  and  super- 
intendent of  education  for  location  of  such  high  schools.  Providing  for 
annual  state  appropriation  of  $2,000  for  each  school.  County  to  provide 
site  and  building.  Provisions  regarding  board  of  trustees,  qualifications 
of  teachers,  eligibility  of  students,  course  of  study. 

Act  effective,  providing  appropriations  can  be  made  from  treasury. 

Act.  No.  757,  p.  728,  Aug.  7,  1907.  (Secs.  1861-1868,  Code,  1907.) 

1216.  California:  See  enactment  No.  J/. 

1217.  California:  See  enactment  No.  1155. 

1218.  California:  Amending  sec.  1669,  Political  Code,  1906,  relative  to  the 
establishment  and  maintenance  of  high  schools. 

High  school  districts  may  be  maintained  with  one  or  more  high  schools 
in  the  manner  provided  for  by  secs.  1670  and  1671,  Political  Code. 

Chap.  14,  Feb.  15,  1907, 


SECONDARY  EDUCATION. 


239 


1220.  California:  Adding  new  section  to  the  Political  Code,  to  be  numbered 
1681,  relative  to  postgraduate  courses  of  study  in  high  schools. 

“ 1681.  The  board  of  trustees  of  any  city,  district,  union,  joint  union, 
or  county  high  school  may  prescribe  postgraduate  courses  of  study  for 
the  graduates  of  such  high  school,  or  other  high  schools,  which  courses 
of  study  shall  approximate  the  studies  prescribed  in  the  first  two  years 
of  university  courses.  The  board  of  trustees  of  any  city,  district,  union, 
joint  union,  or  county  high  school  wherein  the  postgraduate  courses  of 
studies  are  taught  may  charge  tuition  for  pupils  living  without  the  bound- 
aries of  the  district  wherein  such  courses  are  taught.” 

Chap.  69,  Mar.  1,  1907. 

1221.  California:  Adding  sec.  1671a  to  Political  Code,  1906,  relative  to  issuance 
of  bonds  for  support  of  county  high  schools. 

Providing  for  the  submission  to  electors  of  the  county  of  the  question 
of  issuance  of  bonds  for  county  high-school  purposes. 

Chap.  197,  Mar.  12,  1907. 


1222.  California:  Amending  sec.  1670,  Political  Code,  1905,  relative  to  estab- 
ing  and  maintaining  high  schools. 

Providing  for  the  establishment  and  maintenance  of  high-school  dis- 
tricts (formerly  high  schools)  in  any  city,  incorporated  town  constituting 
one  or  more  common  school  districts  (formerly  incorporated  town),  or 
any  school  district  having  a school  population  of  200  (formerly  300)  or 
more. 

Decreasing  powers  of  county  superintendents  relative  thereto. 

Chap.  519,  Mar.  23,  1907. 

D 1223.  California  (1906)  : Pol.  Code,  secs.  1669-1674,  regulating  the  govern- 
ment of  high  schools,  are  not  to  be  controlled  by  provisions  of  the  Code 
applicable  to  common  schools. — Bancroft  v.  Randall,  87  P.,  805. 

D 1224.  California  (1907)  : a A high  school  being  a part  of  the  public  school 
system,  as  provided  by  constitution,  art.  9,  sec.  6,  such  a school  estab- 
lished by  the  board  of  education  of  San  Francisco  under  Pol.  Code,  sec. 
1616,  and  Stat.  1871-72,  p.  846,  chap.  576,  if  otherwise  qualified,  was 
entitled  to  share  in  the  state  high  school  fund,  under  act  March  6,  1905, 
p.  59,  chap.  65,  sec.  5,  though  not  established  pursuant  to  an  election  un- 
der Pol.  Code,  sec.  1670. — Board  of  Education  of  City  & County  of  San 
Francisco  v.  Hyatt,  93  P.,  117. 

A high  school  having  been  organized  in  October,  1897,  any  defects  in 
its  organization  were  cured  by  Stat.,  1901,  p.  299,  chap.  140,  and  by  Acts, 
1905,  amending  Pol.  Code,  chap.  1671,  so  that  the  school  was  “ organized 
under  the  laws  of  the  state,”  within  Stat.,  1905,  p.  58,  chap.  65,  sec.  5, 
providing  for  the  distribution  of  the  high  school  fund. — IMd. 

The  fact  that  the  sessions  of  an  evening  high  school  were  limited  to  two 
hours  a day  did  not  prevent  it  from  participating  in  the  benefits  con- 
ferred on  regularly  established  high  schools  by  act  March  6,  1905,  p.  58, 
chap.  65. — IMd. 

Under  Pol.  Code,  sec.  1670,  subdiv.  12,  and  Stat.,  1905,  p.  58,  chap.  65. 
sec.  5,  a high  school  maintaining  two  courses  of  study,  only  one  of  which 
complied  with  university  admission  requirements,  held  entitled  to  state 
high-school  funds  only  in  case  it  maintained  in  such  course  not  less  than 
two  high-school  teachers,  and  had  a daily  average  attendance  of  twenty 
or  more  pupils. — IMd. 

Under  Pol.  Code,  sec.  1670,  subdiv.  12,  the  fact  that  an  evening  high 
school  course  intended  to  comply  with  university  requirements  extended 
for  five  years  did  not  affect  school’s  right  to  participate  in  distribution 
of  state  high  school  fund,  as  prescribed  by  Stat.,  1905,  p.  58,  chap.  65, 
sec.  5. — IMd. 


a See  p.  306  for  complete  text  of  decision. 


240  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1225.  Colorado:  Amending  chap.  100,  Laws,  1899,  relative  to  the  establish- 
ment and  support  of  high  schools  in  counties  of  the  fourth  and  fifth 

classes. 

Extending  act  so  as  to  include  counties  of  second  and  third  classes. 
Providing  for  the  issuance  of  bonds  for  the  purpose  of  school  buildings 
and  sites,  or  for  funding  floating  debts. 

Chap.  219,  Apr.  9,  1907. 

1226.  Connecticut:  Amending  chap.  187,  Acts,  1903,  concerning  tuition  of 
children  in  high  schools  and  academies  in  towns  and  cities  other  than 
those  in  which  they  reside. 

Towns  in  which  a high  school  is  not  maintained  (previously,  high 
school  or  academy ) to  pay  whole  or  part  of  tuition  fees  of  scholars  at- 
tending approved  school  or  academy. 

Chap.  90,  May  27,  1907. 

1227*.  Illinois:  Providing  free  high  school  privileges  for  graduates  of  the 
eighth  grade. 

Providing  that  graduates  of  the  eighth  grade  in  districts  where  there 
is  no  high  school  shall  be  allowed  to  attend  any  four-year  high  school 
in  the  same  or  any  adjoining  county  upon  payment  of  tuition  not  to 
exceed  cost  per  capita  for  instruction  in  said  school. 

District  of  residence  to  pay  tuition  of  children  of  indigent  parents. 

Pupils  from  districts  maintaining  work  of  ninth  and  tenth  grades 
must  complete  work  of  these  grades. 

H.  B.  857,  p.  523,  May  25,  1907. 

D 1228.  Illinois  (1904)  : Under  the  school  law  (Laws,  1889,  p.  239),  providing 
for  organization  of  school  districts  and  maintenance  therein  of  free 
schools  in  which  the  children  of  the  State  may  receive  a good  common 
school  education,  and  constitution,  art.  8,  sec.  1,  providing  that  the  general 
assembly  shall  provide  a thorough  and  efficient  system  of  free  schools, 
whereby  all  children  of  the  State  may  receive  a good  common  school  edu- 
cation, any  school  district  may  establish  and  maintain  a high  school  de- 
partment.— Russell  v.  High  School  Board  of  Education  of  School  Dist. 
No.  131,  72  N.  E.,  441 ; 212  111.,  327. 

1229.  Idaho:  See  enactment  No.  1156. 

1230.  Indiana:  Relating  to  high  schools. 

“ Section  1.  Be  it  enacted  * * * , That  the  public  schools  of  the 

State  shall  be  and  are  defined  and  distinguished  as  (a)  elementary 
schools  and  (b)  high  schools.  The  elementary  schools  shall  include  the 
first  eight  (8)  years  of  school  work,  and  the  course  of  study  for  such 
years  that  which  is  now  prescribed  or  may  hereafter  be  prescribed  by 
law.  The  commissioned  high  schools  shall  include  not  less  than  four  (4) 
years’  work  following  the  eight  years  in  the  elementary  schools.  The 
high  school  course  in  non-commissioned  high  schools  shall  be  uniform 
throughout  the  State  and  shall  follow  a course  to  be  established  and 
amended  or  altered  from  time  to  time  as  occasion  may  arise,  by  the 
state  board  of  education. 

“ Sec.  2.  The  following  enumerated  studies  shall  be  taught  in  all  com- 
missioned high  schools  throughout  the  State,  together  with  such  addi- 
tional studies  as  any  local  board  of  education  may  elect  to  have  taught 
in  its  high  school : Provided,  That  such  additions  shall  be  subject  to 
revision  of  the  state  board  of  education.  Mathematics:  Commercial 
arithmetic,  algebra,  geometry.  History  : United  States,  ancient,  medieval 
or  modern.  Geography : Commercial  or  physical,  physical.  English : 
Composition,  rhetoric.  Literature:  English,  American.  Language  (for- 
eign) : Latin  or  German.  Science:  Biology,  physics  or  chemistry.  Civil 
government:  General,  state.  Drawing.  Music.” 

Chap.  191,  Mar.  9,  1907. 


1231,  Iowa:  See  decision  No,  D 15, 


SECONDARY  EDUCATION. 


241 


L)  1232.  Iowa  (1905)  : Acts,  twenty-seventh  general  assembly,  p.  48,  chap.  84, 
is  entitled  “An  act  to  amend  sections  2728,  2730,  2731,  and  2732  and 
repeal  section  2733  of  the  code,  and  enact  a substitute  therefor,  in  rela- 
tion to  county  schools,”  and  sec.  4 of  the  statute  provides  that,  should 
there  be  more  applications  for  admission  to  a county  high  school  from 
any  school  corporation  than  the  corporation’s  proportionate  number  of 
pupils,  the  school  corporation  from  which  they  attend  shall  pay  their 
tuition  out  of  its  contingent  fund.  Held , that  the  statute  is  not  violative 
of  constitution,  art.  3,  sec.  29,  as  embracing  more  than  one  subject,  but 
one  of  which  is  expressed  in  its  title,  on  the  ground  that  sec.  4 is  an 
attempt  to  amend  code,  sec.  2803,  the  latter  relating  to  ordinary  school 
corporations,  and  not  being  intended  to  regulate,  nor  in  effect  regulating, 
high  schools. — Boggs  v.  School  Tp.  of  Cass,  Guthrie  County,  102  N.  W., 
796. 

1233*.  Kansas:  Repealing,  and  reenacting  with  amendments,  secs.  4 and  10, 
chap.  397,  Laws,  1905,  providing  for  the  maintenance  and  regulation  of 
county  high  schools  in  districts  or  cities  under  16,000  population. 

Apportionment  of  high-school  fund  to  be  made  according  to  estimated 
cost  of  maintaining  high  schools,  in  place  of  according  to  average  daily 
attendance. 

Providing  for  the  submission  to  electors  of  counties  of  the  question 
of  adoption  of  the  provisions  of  the  high-school  act  of  1905,  as  amended 
by  laws  of  1907  and  1908. 

Chap.  69,  Jan.  27,  1908. 

1234*.  Kansas:  Repealing,  and  reenacting  with  amendments,  sec.  6,  chap.  397, 
Laws,  1905,  relative  to  the  regulation  and  maintenance  of  high  schools 
in  districts  or  cities  under  16,000  population. 

Relating  to  county  high  schools.  Providing  for  the  certification  of 
the  amount  necessary  for  maintenance  of  such  schools  by  county  super- 
intendent. Maximum  levy,  3 mills.  County  superintendent  to  make 
levy  in  case  county  commissioners  fail  to  do  so. 

Chap.  333,  Mar.  9,  1907. 

1235*.  Kansas:  Repealing,  and  reenacting  with  amendments,  sec.  6455,  General 
Statutes,  1901  (sec.  1,  chap.  250,  Laws,  1899),  authorizing  and  enabling 
school  districts  in  certain  counties  to  levy  a tax  and  pay  the  high-school 
tuition  of  all  scholars  actually  residing  in  said  district. 

Relating  to  school  districts  located  in  counties  not  maintaining  a 
county  high  school.  Provisions  concerning  tax  levy  for  the  payment  of 
tuition  of  pupils  in  other  high  schools  not  to  apply  to  any  county  adopt- 
ing provisions  of  chap.  397,  Laws,  1905. 

Chap.  336,  Mar.  5,  1907. 

D 1236.  Kansas  (1904)  : Laws,  1889,  p.  326,  chap.  224,  sec.  1 (Gen.  Stat.,  1901, 
sec.  6305),  authorizing  cities  of  second  class  to  maintain  high  schools  in 
whole  or  in  part  by  collection  of  a tuition  fee  from  each  pupil,  is  a vio- 
lation of  constitution,  art.  6,  sec.  2,  providing  for  the  establishment  of  a 
uniform  system  of  common  schools  and  schools  of  higher  grade. — Board 
of  Education  of  the  City  of  Lawrence  v.  Dick,  78  P.,  812. 

The  term  “ common  schools,”  as  used  in  constitution,  art.  6,  sec.  2,  pro- 
viding for  their  establishment,  means  “ free  common  schools.” — Ibid. 

The  high  school  grade  of  a city  system  of  schools  is  a part  of  the  com- 
mon school  system. — Ibid. 

D 1237.  Kansas  (1906)  : Laws,  1905,  p.  676,  chap.  414,  authorizing  boards  of 
education  to  separate  colored  and  white  children  in  high  schools,  and  to 
maintain  separate  high  schools  for  white  and  colored  children,  is  a 
special  act  amendatory  of  sec.  6290,  Gen.  Stat.,  1901,  relating  to  the 
regulation  and  support  of  public  schools,  and  is  not  in  violation  of  any 
provision  of  the  constitution. — Richardson  v.  Board  of  Education  of  Kan- 
sas City,  84  P.,  538,  72  Kan.,  629. 


63470—09 16 


242  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


D 1238.  Kansas  (1908)  : Per  Curiam.  This  case  involves  the  constitutionality 
of  chap.  368,  p.  534,  Laws,  1907,  entitled  “An  act  providing  for  a special 
tax  levy  for  the  construction  and  equipment  of  a county  high  school 
building  for  Scott  County,  Kansas.”  The  act  is  special,  and  under  the 
authority  of  the  case  of  Anderson  v.  Board  of  County  Commissioners  of 
Cloud  County  (just  decided),  95  Pac.,  583,  is  held  to  be  repugnant  to 
the  provisions  of  sec.  17,  art.  2,  of  the  constitution,  and  therefore  void 
for  the  reason  that  a general  law  could  plainly  be  made  applicable. 

The  judgment  will  be  reversed,  and  the  cause  remanded  for  further 
proceedings.  Deng  et  al.  v.  Lamb  et  al.,  95  P.,  592. 

1239.  Kentucky:  See  enactment  No.  133. 

1240.  Maine:  Amending  sec.  1,  chap.  68,  Public  Laws,  1903  (sec.  63,  chap.  15, 
Revised  Statutes,  1903),  relative  to  high  school  tuition  of  nonresidents. 

Adding  provision  that  such  tuition  shall  constitute  a part  of  the  high 
school  fund  of  town  receiving  same. 

Chap.  73,  Mar.  20,  1907. 

1241.  Maine:  Amending  sec.  6,  chap.  148,  Acts,  1901  (sec.  81,  chap.  15,  Revised 

Statutes,  1903),  relative  to  state  aid  for  academies. 

Adding  provision  concerning  additional  state  aid  for  academies  main- 
taining a training  school  for  teachers,  a course  in  manual  training,  domes- 
tic science,  or  agriculture  approved  by  state  superintendent  of  schools. 

Chap.  78,  Mar.  20,  1907. 

1242.  Massachusetts:  Relative  to  the  maintenance  of  a high  school  in  the 
town  of  Leicester. 

Authorizing  agreement  between  trustees  of  Leicester  Academy  and 
school  committee  for  conducting  a high  school  in  the  academy. 

Chap.  496,  June  12,  1907. 


1243.  Massachusetts:  Providing  for  a high  school  building  commission  for  the 
city  of  Haverhill. 

Prescribing  powers  and  duties  of  commission ; limiting  expenditures  for 
building  and  grounds  to  $350,000. 

Chap.  498,  June  12,  1907. 

1244.  Montana:  Repealing,  and  reenacting  a substitute  for  an  act  to  establish 
county  free  high  schools  and  to  provide  for  their  maintenance,  substitute 
for  LI.  B.  No.  69,  p.  59,  Laws,  1899,  as  amended  by  S.  B.  No.  37,  p.  6, 
Laws,  1901,  as  amended  by  chap.  59,  Laws,  1903,  validating  everything 
done  under  said  laws  of  1899,  1901,  and  1903. 

Sundry  minor  amendments. 

Chap.  29,  Feb.  25,  1907. 

D 1245.  Montana  (1907)  : Sess.  Laws,  1907,  p.  50,  authorizing  the  establish- 
ment of  county  free  high  schools,  held  not  to  violate  constitution,  art.  5, 
sec.  23,  providing  that  no  bill  containing  more  than  one  subject  shall  be 
passed. — Evers  v.  Hudson,  92  P.,  462. 


1246*.  Nebraska:  Providing  four  years  of  free  public  high  school  education 
for  all  youth  of  the  state  whose  parents  or  guardians  live  in  public-school 
districts  which  maintain  less  than  a four-year  high  school  course  of  study. 

Defining  conditions  of  admission  of  such  pupils  to  high  school  privi- 
leges. Fixing  tuition  charge  at  75  cents  per  week  and  providing  for  com- 
pulsory tax  levy  by  district  of  residence  to  pay  such  tuition. 

Chap.  121,  Mar.  6,  1907. 


1247.  Nebraska:  Pioviding  for  and  establishing  county  high  schools. 

Providing  for  elections  for  such  establishment.  Constituting  county 
board  of  commissioners  or  supervisors  as  board  of  trustees  for  county 
high  school.  Defining  powers  and  duties  of  board  of  trustees  and  of  its 
officers.  Authorizing  the  issuance  of  certificates  and  diplomas  to  students 
and  making  tuition  free  to  all  pupils  residing  in  the  county.  Providing 
for  the  location  of  the  school  and  authorizing  the  issuance  of  bonds. 

Chap.  122,  Apr.  5,  1907. 


SECONDARY  EDUCATION. 


243 


1248.  Nevada:  Amending  secs.  3,  4,  5,  and  6,  chap.  31,  Statutes,  1895,  permit- 
ting the  establishment  of  county  high  schools,  and  providing  for  their 
construction,  maintenance,  and  management. 

Providing  for  election  to  determine  location  of  school,  for  deferring  the 
tax  levy,  and  for  the  erection  of  a county  high  school  building  and  recon- 
stituting county  boards  of  education. 

(See  chap.  154,  Mar.  28,  1907,  authorizing  county  commissioners  of 
Churchill  County  to  issue  bonds  for  county  high  school  building  in 
Fallon. ) 

Chap.  86,  Mar.  15,  1907. 

1249.  New  Hampshire:  Enabling  certain  school  districts  to  make  contracts 
with  certain  towns  or  institutions  outside  of  the  state  for  furnishing 
instruction  to  pupils  of  high  school  grade. 

Chap.  122,  Apr.  4,  1907. 

D 1250.  New  Hampshire  (1906)  : Under  Laws,  1901,  p.  588,  chap.  96,  secs.  1 
and  2,  and  Laws,  1903,  p.  117,  chap.  118,  sec.  1,  authorizing  the  recovery 
from  a school  district  for  tuition  of  its  residents  in  a high  school  where 
the  school  district  does  not  maintain  a high  school,  and  Laws,  1905,  p. 
505,  chap.  90,  sec.  1,  authorizing  the  school  district  to  contract  for  the 
tuition  of  its  residents  in  a high  school  or  academy  in  another  district, 
where  a school  district  voted  to  contract  with  a certain  academy  and  to 
pay  the  tuition  of  pupils  then  in  a certain  high  school,  parents  paying 
tuition  of  their  children  then  in  the  high  school  are  entitled  to  recover 
from  the  district  the  money  paid,  whether  the  vote  of  the  district  was 
valid  or  not. — Burbank  v.  School  Dist.  of  Pembroke,  64  A,  17 ; 73  N.  H., 
540. 

D 1251.  New  Hampshire  (1907)  : Laws,  1901,  p.  588,  chap.  96,  sec.  2,  providing 
that  a town,  not  maintaining  a high  school,  which  refuses  to  pay  for 
tuition  of  any  child  attending  a high  school  or  academy,  shall  be  liable 
therefor  to  the  parent  of  the  child  paying  or  the  town  furnishing  the 
tuition,  gives  parents  and  school  districts  maintaining  approved  schools 
an  action  against  school  districts  which  refuse  to  pay  the  tuition  for 
which  they  are  liable,  but  does  not  give  an  action  to  academies  and  ap- 
proved schools  as  such. — New  Hampton  Institution  v.  Northwood  School 
Dist.,  68  A,  538. 

D 1252.  New  Hampshire  (1907)  : Under  Laws,  1901,  p.  588,  chap.  96,  as 
amended  by  Laws,  1903,  p.  117,  chap.  118,  providing  that  any  town  not 
maintaining  a high  school  shall  pay  for  the  tuition  of  any  child 
attending  a high  school  or  academy,  and  defining  a high  school  or 
academy  as  a school  having  at  least  one  four-year  course  required  for 
admission  to  college,  etc.,  and  Pub.  Stat.,  1891,  chap.  89,  secs.  9-13 ; Laws, 
1899,  p.  318,  chap.  77 ; and  Laws,  1905,  pp.  411,  505,  chaps.  19,  90,  author- 
izing the  maintenance  of  high  schools,  etc.,  a district  maintaining  a high 
school  with  one  course  of  instruction  is  not  liable  for  the  tuition  of  chil- 
dren who,  having  taken  that  course,  attend  an  approved  school  in  another 
district,  and  a district  not  maintaining  a high  school  is  not  liable  for  the 
tuition  of  children  attending  an  approved  school  after  having  graduated 
from  an  approved  school. — New  Hampton  Institution  v.  Northwood 
School  Dist.,  68  A,  538. 

1253.  New  York:  Amending  sec.  4,  chap.  659,  Laws,  1905,  as  amended  by  chap. 
258,  Laws,  1906,  relative  to  the  erection  of  a new  high  school  in  the  city 
of  Syracuse. 

Increasing  total  bond  issue  from  $200,000  to  $275,000. 

Chap.  58,  Mar.  20,  1907. 

1254.  North  Carolina:  See  enactment  No.  1^8. 

1255*.  North  Carolina:  Stimulating  high-school  instruction  in  the  public 
schools  of  the  State. 

Authorizing  county  high  schools  to  be  established  and  maintained  by 
county  boards  of  education  with  consent  of  state  board  of  education. 

Chap.  820,  Mar.  8,  1907. 


244  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1256*.  Ohio:  Repealing,  and  reenacting  with  amendments,  sec.  1 (H.  B.  171, 
p.  281,  Laws,  1898),  act  of  April  25,  1898  (sec.  4009-15,  Revised  Statutes, 
1905),  empowering  township  boards  of  education  to  establish  township  or 
joint  township  high  schools,  and  to  discontinue  subdistrict  schools  when 
too  small  to  justify  their  continuance,  as  amended  April  25,  1904  (S.  B. 
57,  p.  359,  Laws,  1904),  providing  for  joint  high-school  districts. 

Providing  that  such  joint  high  school  shall  be  under  the  control  of  a 
joint  high-school  committee.  Authorizing  special  tax,  not  exceeding  5 
mills  in  any  year,  for  such  school. 

H.  B.  1023,  p.  462,  May  9,  1908. 

1257.  Oregon:  Providing  for  the  choice  by  an  election  of  the  location  of  the 
county  high  school  in  counties  which  have  heretofore  voted  in  favor  of  a 
county  high  school. 

Chap.  80,  Feb.  23,  1907. 

1258.  Oregon:  Providing  for  the  establishment  of  union  high-school  districts 
and  for  the  maintenance  and  government  of  the  same. 

Providing  for  procedure  for  consolidation  of  districts  for  high-school 
purposes.  Defining  the  constitution  of  union  high-school  board;  powers 
and  duties. 

Chap.  101,  Feb.  23,  1907. 

1259.  Pennsylvania:  Amending  act  No.  23,  Laws,  1905,  permitting  children 
residing  in  school  districts  in  which  no  public  high  school  is  maintained 
to  attend  a high  school  in  some  other  district,  located  near  their  homes, 
and  providing  for  the  payment  of  cost  of  tuition  and  schoolbooks. 

Requiring  attendance  at  the  nearest  or  most  convenient  township  or 
borough  high  school.  Defining  more  clearly  the  method  of  calculation 
and  payment  of  the  cost  of  tuition  and  schoolbooks. 

Act  No.  163,  May  23,  1907. 

1260.  Pennsylvania:  Supplementing  act  No.  293,  Acts,  1895,  regulating  the 
establishment,  classification,  and  maintenance  of  high  schools,  the  distri- 
bution of  appropriations  in  aid  of  high  schools,  and  the  employment  of 
teachers  in  high  schools  receiving  state  aid. 

Authorizing  the  directors  of  adjacent  townships  or  school  districts  to 
purchase  real  estate  and  erect  buildings  for  joint  high  schools,  and  to 
issue  bonds  for  said  purpose ; and  providing  for  formation  of  high  school 
boards  to  control  .and  manage  said  schools. 

Act  No.  239,  May  29,  1907. 

1261*.  South  Carolina:  Providing  high  schools  for  the  state. 

Authorizing  the  establishment  of  high  schools  by  counties,  townships, 
adjoining  townships,  or  school  districts,  and  incorporated  towns  or  cities 
of  not  more  than  1,000  inhabitants.  Providing  for  adoptive  elections, 
boards  of  trustees,  special  tax  levies,  and  bond  issues,  for  the  classifica- 
tion of  high  schools,  and  for  state  aid.  Appropriating  annually  $50,000. 

Act  No.  245,  p.  518,  Feb.  19,  1907. 

1262.  Tennessee:  Amending  sec.  9,  chap.  254,  Acts,  1903,  relative  to  county 
boards  of  education. 

Adding  new  subsection  authorizing  contracts  with  city  boards  of  edu- 
cation or  with  private  schools  for  the  instruction  of  high  school  pupils 
and  payment  of  the  tuition  thereof. 

Chap.  520,  Apr.  15,  1907. 

1263*.  Utah:  Amending  sec.  1831,  Revised  Statutes,  1898,  relative  to  the  union 
of  school  districts  to  form  a high  school  district. 

„ Constituting  a county  district  of  the  first  class  a high  school  district, 
and  endowing  its  board  of  education  with  all  powers  and  duties  pro- 
vided for  in  sec.  1833,  Revised  Statutes,  1898. 

Chap.  51,  Mar.  14,  1907. 


TECHNICAL  AND  INDUSTRIAL  EDUCATION. 


245 


1264*.  Vermont:  Amending  sec.  5,  act  No.  37,  Acts,  1904,  relative  to  high 
schools. 

Defining  and  fixing  authority  of  superintendent  of  education  regarding 
standards  for  high  schools  and  qualifications  for  pupils.  Decision  of, 
final. 

Sec.  2,  act  No.  50,  Dec.  19,  1906.  (Apr.  1,  1907.) 

1265.  Vermont:  Revising  and  continuing  in  force  the  act  of  Nov.  6,  1805; 
act  No.  53,  Acts,  1824;  act  No.  94,  Acts,  1836;  act  No.  106,  Acts,  1852, 
relative  to  the  Essex  County  grammar  school  at  Guildhall. 

Providing  for  the  establishment,  revival,  and  management  of  the 
school. 

Act  No.  346,  Dec.  12,  1906. 


D 1266.  Vermont  (1906)  : Under  Acts,  1904,  act  No.  37,  p.  61,  requiring  towns 
to  establish  and  maintain  a high  school  or  furnish  higher  instruction  for 
advanced  pupils,  and  authorizing  the  board  of  school  directors  to  provide 
for  the  instruction  of  advanced  pupils  in  a high  school  or  schools  of  the 
town,  in  the  high  school  of  an  incorporated  school  district  or  academy 
within  the  town,  or  in  the  high  schools  or  academies  of  other  towns,  the 
board  of  school  directors  has  a discretion  in  determining  which  of  the 
modes  of  furnishing  high  school  instruction  they  will  follow,  and  so  long 
as  they  select  one  mode  they  can  not  be  compelled  by  mandamus  to 
select  another  mode  in  its  place. — Sampson  v.  Town  of  Grand  Isle,  63  A. 
180 ; 78  Vt.,  383. 

1268.  West  Virginia:  Amending  and  reenacting  secs.  1,  3,  4,  and  7,  chap.  31, 
Acts,  1905,  relative  to  the  establishment  of  a high  school  in  Tyler  County. 

Chap.  23,  Feb.  22,  1907. 

1269.  Wisconsin:  Creating  sec.  490a,  Statutes,  1898,  relative  to  the  powers  of 
electors  of  school  districts. 

Authorizing  vote  to  discontinue  free  high  school  organization.  Pro- 
cedure. 

Chap.  588  (in  part),  July  12,  1907. 

D 1270.  Wisconsin  (1908)  : Laws,  1901,  p.  234,  chap.  188,  as  amended  by  Laws, 
1903,  p.  525,  chap.  329,  authorizing  persons  of  school  age  who  may  reside 
in  any  town  or  incorporated  village  not  within  a free  high  school  district 
to  attend  a free  high  school,  and  making  the  municipality  or  part  of  the 
municipality  having  no  high  school  in  which  such  persons  reside  liable 
for  high  school  tuition  at  a specified  rate,  is  a valid  exercise  of  legisla- 
tive power. — City  of  Columbus  v.  Town  of  Fountain  Prairie,  115  N. 
W.,  111. 

1271.  Wyoming:  Amending  in  a minor  manner  and  reenacting  secs.  2,  9,  10, 

13,  and  20,  chap.  67,  Laws,  1905,  relative  to  county  high  school  districts. 

Chap.  57,  Feb.  16,  1907. 

1272.  Wyoming:  Providing  for  extending  the  territory  of  high  school  districts 

provided  for  in  chap.  67,  Laws,  1905. 

Providing  for  incorporating  therein  school  districts  within  the  same 
county. 

Chap.  58,  Feb.  16,  1907. 


O.  TECHNICAL  AND  INDUSTRIAL  EDUCATION— ELEMENTARY 

AND  SECONDARY. 

The  vocational  and  industrial  trend  of  public  education  finds  no 
better  evidence  than  in  the  enactments  of  this  group,  which  group  it 
was  found  desirable  to  create  in  order  that  due  prominence  might  be 


246 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


given  to  the  latest  legislative  efforts  to  further  the  development  of 
elementary  and  secondary  technical  training.  Practically  all  of  these 
enactments  are  worthy  of  special  mention ; that  of  Connecticut 
(1274),  that  of  Georgia  (1277),  that  of  Michigan  (1281),  that  of 
Mississippi  (1282),  that  of  New  York  (1287),  that  of  Oklahoma 
(1291),  and  that  of  Wisconsin  (1295),  however,  may  be  selected  as 
representing  efforts  of  various  sorts. 

The  establishment  of  a commission  on  industrial  education  in  New 
Jersey  (1284)  and  also  in  Maryland  (1278),  following  the  example 
of  Massachusetts  several  years  ago,  is  an  event  in  the  future  develop- 
ment of  industrial  and  technical  education  in  that  State. 

1273.  Alabama:  Amending  sec.  12,  act  No.  988,  p.  182,  Laws,  1901,  granting  a 
new  charter  to  the  Alabama  Girls’  Industrial  School  and  conferring  ad- 
ditional powers  upon  the  board  of  trustees. 

Modifying  appointment  of  free  students.  Providing  for  condemnation 
proceedings  to  secure  land.  Making  trustees  ineligible  for  election  to 
any  office  by  board  of  trustees. 

Act  No.  642,  p.  579,  Aug.  6,  1907.  Secs.  1913,  1924,  and  1928,  Code,  1907. 

1274.  Connecticut:  Concerning  the  establishment  of  free  public  schools  for 
instruction  in  the  principles  and  practice  of  trades. 

“ Section  1.  Any  town  or  school  district  may,  by  vote  of  such  town  or 
district,  establish  and  maintain  a free  public  school  for  instruction  in 
the  principles  and  practice  of  such  distinct  trades  as  may,  with  the 
approval  of*  the  state  board  of  education,  be  designated  by  the  board  of 
school  visitors,  town  school  committee,  or  board  of  education  of  such 
town,  or  the  district  committee  of  such  district.  Such  school  shall  be 
open,  under  such  rules  as  may  be  prescribed  by  said  school  officers,  to 
all  residents  of  this  state ; but  no  child  under  sixteen  years  of  age  shall 
be  admitted  to  any  such  school  who  has  not  completed  the  studies  of  the 
eighth  grade  in  the  public  schools  of  the  town  in  which  said  school  is 
located,  or  an  equivalent  course  of  study  approved  by  said  school  officers. 
Said  school  officers  shall  make  rules  and  regulations  with  reference  to 
the  management  of  said  school  not  inconsistent  with  the  provisions  of 
this  act.  The  instructors  in  any  such  schools  shall  be  experts  in  the 
trades  respectively  taught  by  them. 

“ Sec.  2.  Two  or  more  towns  may,  by  vote  of  each  of  said  towns,  unite 
for  the  purpose  of  forming  a trade  school  district  and  establishing  schools 
under  the  provisions  of  this  act,  and  the  school  officers  of  the  towns  so 
united  may  make  all  arrangements,  agreements,  and  regulations  neces- 
sary to  the  organization  and  maintenance  of  such  trade  school  district. 
The  said  school  officers  of  each  of  the  towns  constituting  such  district 
shall  appoint  one  of  their  number  to  be  a member  of  the  trade  school 
committee  of  such  district,  and  the  committee  so  appointed  shall  be  a 
joint  committee  on  behalf  of  the  several  towns  constituting  the  district. 
Each  town  shall  be  entitled  to  one  vote  in  said  committee.  Every  district 
organized  under  the  provisions  of  this  section  shall  continue  for  at  least 
five  years,  but  at  the  end  of  said  period  of  five  years  any  town  may  dis- 
solve said  district  by  withdrawal  therefrom,  by  vote  of  such  town;  pro- 
vided, that  notice  of  the  intention  to  so  withdraw  shall  be  given  in  writ- 
ing to  each  of  the  other  towns  comprising  said  district  at  least  three 
months  before  the  termination  of  said  period. 

“ Sec.  3.  The  buildings,  equipment,  and  courses  of  study,  and  the  quali- 
fications of  the  teachers  of  every  trade  school  established  as  hereinbefore 
provided  shall  be  subject  to  the  approval  of  the  state  board  of  education ; 
and  the  attendance  at  each  such  school,  together  with  special  reports 
upon  the  specific  work  done  and  the  actual  results  of  instruction  therein 
shall  be  annually  certified  under  oath  on  or  before  the  first  Monday  in 
July  by  the  secretary  of  the  board  of  school  visitors,  town  school  com- 
mittee, board  of  education,  district  committee,  or  trade  school  district 


TECHNICAL  AND  INDUSTRIAL  EDUCATION. 


247 


committee,  as  the  case  may  be,  to  said  state  board  of  education ; and  no 
payments  shall  be  made  by  the  state  on  account  of  such  school,  as  here- 
inafter provided,  unless  said  certificate  has  been  filed  with  and  approved 
by  said  state  board  of  education,  and  unless  application  for  state  aid  for 
said  school  has  been  made  to  the  board  of  control  by  said  secretary  and 
approved  by  said  board  of  control. 

“ Sec.  4.  The  board  of  education  or  board  of  school  visitors  of  any 
town,  or  the  committee  of  any  town,  school  district,  or  trade  school 
district  wherein  a trade  school  has  been  established  under  the  pro- 
visions of  this  act  shall,  annually,  on  the  first  Monday  in  July,  certify 
to  the  comptroller  the  amount  expended  within  said  school  year  for  the 
maintenance  and  support  of  said  school  and  the  comptroller  shall,  upon 
application  of  the  state  board  of  education,  draw  his  orders  on  the 
treasurer  in  favor  of  said  board  of  education,  board  of  school  visitors, 
or  committee  for  a sum  equivalent  to  one-half  the  amount  so  certified 
as  having  been  expended  for  such  support  and  maintenance;  provided, 
that  the  amount  so  paid  by  the  state  under  the  provisions  of  this  section 
shall  not,  in  any  one  year,  exceed,  in  the  aggregate,  fifty  thousand 
dollars;  and  provided,  further,  that  said  sum  shall  be  expended  toward 
the  support  and  maintenance  of  not  more  than  two  such  schools,  and,  if 
application  is ‘made  in  behalf  of  more  than  two  such  schools,  the  board 
of  control  shall  designate  the  two  such  schools  for  the  support  and  main- 
tenance of  which  such  payments  shall  be  made.” 

Chap.  250,  July  30,  1907. 

1275.  Florida:  See  enactment  No.  1^61. 

1276.  Georgia:  Recommending  appropriations  by  Congress  for  industrial  in- 
struction. 

“ Whereas,  Several  bills  have  been  introduced  in  Congress  which  pur- 
pose to  furnish  means  of  enlarging  existing  high  schools  devoted  to, 
instruction  in  agriculture  and  other  industrial  subjects,  it  is  hereby: 

“ Resolved  by  the  Senate,  the  House  of  Representatives  concurring, 
that  we  respectfully  urge  upon  Congress  the  wisdon  of  thus  extending  to 
the  many  the  class  of  industrial  instruction  so  well  supplied  to  the  few 
in  our  State  College  of  Agriculture  and  Mechanic  Arts,  as  founded  by 
Congress  through  the  land  grant  act  of  1862. 

“ Resolved,  further,  that  such  legislation  be  passed  that  will  establish 
such  schools  of  secondary  grade  in  agriculture,  the  mechanical  trades 
and  industries  and  home  making  suited  to  all  country  and  city  youth, 
and  that  there  be  provided  for  agricultural  high  schools  farms  such 
as  these  in  Georgia,  means  with  which  to  carry  on  such  agricultural 
investigations  as  the  local  conditions  may  require : 

Resolved  further,  That  a copy  of  these  resolutions  be  transmitted  by 
the  secretary  of  state  of  Georgia  to  the  President  of  the  United  States, 
and  to  our  Senators  and  Representatives  in  Congress,  to  the  end  that 
they  may  encourage  the  passage  of  this  measure  known  as  the  Davis 
bill  (H.  R.  24575)  introduced  at  the  close  of  the  Fifty-ninth  Congress, 
entitled:  ‘A  bill  to  provide  an  annual  appropriation  for  industrial  edu- 
cation in  agricultural  high  schools  and  in  city  high  schools  and  for 
branch  agricultural  experiment  stations,  and  regulating  the  expenditure 
thereof.’  ” 

Con.  Res.  No.  6,  p.  994,  Aug.  22,  1907. 

1277.  Georgia:  Providing  for  the  establishment  and  maintenance  of  schools  of 
agriculture  and  mechanic  arts  in  the  respective  congressional  districts 
of  the  State. 

“ Section  1.  Be  it  enacted,  * * * That  the  governor  is  hereby 

authorized  to  establish  and  cause  to  be  maintained  in  each  congressional 
district  of  the  State  an  industrial  and  agricultural  school  in  accord- 
ance with  further  provisions  of  this  act.  Said  schools  shall  be  branches 
of  the  State  College  of  Agriculture,  a department  of  the  University  of 
Georgia.  The  general  board  of  trustees  of  the  University  shall  exercise 
such  supervision  as  in  their  judgment  may  be  necessary  to  secure  unity 
of  plan  and  efficiency  in  said  schools. 


248  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


“ Sec.  2.  Be  it  further  enacted,  That  all  fees  received  from  inspection 
of  fertilizers,  oils,  and  all  other  inspection  fees  received  by  the  depart- 
ment of  agriculture  in  this  State,  after  the  present  year,  over  the  ex- 
penses of  such  inspection,  and  after  any  portion  of  said  fund  otherwise 
appropriated,  shall  be  used  as  a fund  for  the  purpose  of  establishing  and 
maintaining  such  shools,  and,  as  far  as  practicable,  be  equally  divided 
between  such  schools,  and  the  said  governor  is  authorized  to  pay  to  the 
trustees  of  said  schools,  from  time  to  time,  their  respective  portions  of 
said  fund. 

“ Sec.  3.  Be  it  further  enacted,  That  the  governor  is  authorized  and 
directed  to  appoint  from  each  county  in  the  respective  congressional 
districts  one  trustee  for  the  school  to  be  established  in  such  districts; 
such  trustee  to  hold  office  for  the  term  of  six  years  from  his  appointment 
and  until  his  successor  is  appointed,  and  that  the  trustees  so  selected  in 
each  district  shall  constitute  a board  of  trustees  for  the  school  in  said 
district,  with  power  to  control  the  management  of  said  school,  and  make 
rules  and  regulations  for  the  same,  subject  to  the  provisions  of  this  act. 

“ Sec.  4.  Be  it  further  enacted,  That  the  governor  shall  be  authorized 
to  receive  from  any  county,  or  any  of  the  citizens  thereof,  a donation  of 
a tract  of  land  in  such  county,  not  less  that  two  hundred  acres,  on  which 
to  locate  a school  for  the  district  in  which  such  county  is  situated,  to- 
gether with  any  additional  donation  in  the  way  of  buildings  or  money; 
and  if  there  are  two  or  more  offers  of  such  donations,  the  governor, 
with  the  aid  of  the  trustees  of  such  school,  shall  select  which  to  accept, 
taking  into  consideration  the  title,  value,  the  centralness  of  location, 
accessibility  and  suitableness  in  any  respect  for  the  purpose  intended, 
and  upon  the  acceptance  of  any  such  donation,  and  the  execution  of 
proper  deeds  vesting  title  in  the  trustees,  within  a reasonable  time,  the 
school  for  said  district  shall  be  established  on  the  tract  selected,  with 
the  right  to  select  another  locality  should  such  deeds  not  be  made  to 
the  satisfaction  of  the  governor.  And  if  no  such  donation  is  made  or 
perfected  in  any  district  within  one  year  from  passage  of  this  act  the 
pro  rata  share  of  the  fund  going  to  said  district  shall  go  into  and  be 
prorated  in  the  regular  common  school  fund  in  said  district. 

“ Sec.  5.  Be  it  further  enacted,  That  the  principal  of  said  schools 
shall,  under  the  direction  of  the  trustees,  keep  an  account  of  all  receipts 
from  the  sale  of  the  products  of  the  farm  or  shops  which  are  not  con- 
sumed in  said  school,  and  one-half  of  said  receipts  for  each  year  shall 
be  set  aside  as  a fund  to  pay  the  students.  That  each  pupil,  having  per- 
formed to  the  satisfaction  of  the  principal  his  duties  for  an  entire  school 
year,  shall  receive  his  pro  rata  of  said  fund,  the  amount  going  to  each 
pupil  not  to  exceed  one  hundred  dollars,  and  the  balance,  if  any,  to  be 
replaced  in  the  general  fund  of  the  school. 

“ Sec.  6.  Be  it  further  enacted,  That  the  course  of  studies  in  said 
schools  shall  be  confined  to  the  elementary  branches  of  an  English  edu- 
cation, the  practical  treatises  or  lectures  on  agriculture  in  all  its  branches, 
and  the  mechanic  arts,  and  such  other  studies  as  will  enable  students 
completing  the  course  to  enter  the  freshman  class  of  the  State  College  of 
Agriculture  on  certificate  of  the  principal. 

“ Sec.  7.  Be  it  further  enacted,  That  the  faculty  of  such  schools  shall 
consist  of  the  principal,  who  shall  be  an  intelligent  farmer;  one  superin- 
tendent and  instructor  in  farm  work,  one  intelligent  mechanic,  who  shall 
direct  and  instruct  in  all  mechanical  work  in  and  out  of  the  shops;  one 
practical  instructor  in  care  of  stock  and  dairying,  one  instructor  in 
English,  and  such  other  instructors  and  assistants  as  the  funds  of  the 
college  may  permit.  That  the  trustees  may  dispense  with  and  combine 
the  duties  of  any  of  the  above,  as  necessity  may  require,  and  it  shall  be 
the  duty  of  said  instructors  in  said  schools  to  cooperate  in  conducting 
farmers’  institutes  and  farm  and  stock  demonstrations  in  the  several 
counties  of  their  respective  districts. 

“ Sec.  8.  Be  it  further  enacted,  That  after  the  first  buildings  are 
erected,  before  the  opening  of  such  schools,  which  shall  be  only  such  as 
are  absolutely  necessary  for  temporary  use,  all  work  on,  in  and  about 
said  schools,  or  on  the  farm,  or  on  or  in  the  barns  and  shops  connected 
with  said  schools,  whether  it  be  farming,  building,  care  of  stock,  or  work 
of  whatever  kind,  shall  be  performed  exclusively  by  the  students  of  said 


TECHNICAL  AND  INDUSTRIAL  EDUCATION. 


249 


schools,  under  such  regulations  for  the  proper  division  and  alterations 
in  such  work  as  may  be  provided  by  the  trustees. 

“ Sec.  9.  Be  it  further  enacted,  That  tuition  in  said  schools  shall  be 
free,  and  the  trustees  may  limit  the  number  of  students,  from  time  to 
time,  according  to  the  capacity  and  means  of  the  institution,  and  shall 
make  such  rules  of  admission  so  as  to  equalize,  as  far  as  practicable,  the 
privileges  of  the  school  among  the  counties  according  to  population.  And 
the  trustees  may  defer  the  actual  opening  of  the  school  until  such  time 
as  may  be  necessary  to  prepare  reasonably  proper  facilities  and  equip- 
ment for  beginning  the  same,  in  the  meantime  accumulating  for  said  pur- 
pose the  funds  going  to  said  school  which  may  be  received  from  the  rent 
of  any  portion  of  the  property,  but  it  is  made  the  duty  of  the  trustees  to 
open  said  school,  even  though  it  may  have  to  be  done  at  first  on  a limited 
scale,  as  early  as  practicable,  and  afterwards  extend  its  operations  as  cir- 
cumstances may  permit;  and  the  trustees  are  authorized  to  rent  to  the 
best  advantage,  from  time  to  time,  any  portion  of  the  property  of  said 
school  not  required  for  the  purpose  of  said  school. 

“Sec.  10/Be  it  further  enacted,  That  all  laws  and  parts  of  laws  in 
conflict  with  this  act  be,  and  the  same  are,  hereby  repealed.” 

Act  No.  448,  p.  72,  Aug.  18,  1906. 

1278.  Maryland:  Authorizing  the  governor  to  appoint  a commission  on  indus- 
trial education. 

Five  members.  Report  to  next  legislature.  Appropriating  $300. 

Chap.  367,  p.  298,  Apr.  6,  1908. 

1279.  Massachusetts:  Providing  for  an  inquiry  by  the  commission  on  indus- 
trial education  into  the  organization  and  methods  of  the  textile  schools 
of  the  Commonwealth. 

Resolves,  chap.  64,  Apr.  24,  1907. 

1280.  Massachusetts : Relative  to  the  commission  on  industrial  education. 

(Amending  chap.  505,  Acts,  1906.) 

Extending  term  of  commission  from  three  years  to  five  years.  Provid- 
ing for  the  appointment  of  a woman  as  an  additional  member.  Specify- 
ing further  the  powers  of  the  commission  with  reference  to  independent 
industrial  schools. 

“ Sec.  4.  Any  resident  of  Massachusetts  may,  with  the  approval  of  the 
commission  on  industrial  education,  attend  an  independent  industrial 
school,  as  provided  for  in  this  act,  located  in  any  city  or  town  other  than 
that  in  which  he  resides,  provided  there  is  no  such  school  supported  in 
whole  or  in  part  by  the  city  or  town  in  which  he  resides,  upon  payment 
by  the  city  or  town  of  his  residence  of  such  tuition  fee  as  may  be  fixed 
by  said  commission ; and  the  commonwealth  shall  repay  to  any  city  or 
town  one  half  of  all  such  payments.  If  any  city  or  town  neglects  or 
refuses  to  pay  for  such  tuition  it  shall  be  liable  therefor,  in  an  action  of 
contract,  to  the  legally  constituted  authorities  of  the  school  which  the 
pupil  attended  under  the  approval  of  said  commission.” 

Chap.  572,  June  2,  1908. 

1281*.  Michigan:  Providing  for  the  establishment  of  free  county  schools  of 
agriculture,  manual  training,  and  domestic  economy. 

“ Section  1.  The  board  of  supervisors  of  any  county  is  hereby  author- 
ized to  appropriate  money  for  the  organization,  equipment  and  main- 
tenance of  a county  school  of  agriculture  and  domestic  economy.  The 
board  of  supervisors  of  two  or  more  counties  may  unite  in  establishing 
such  a school,  and  may  appropriate  money  for  its  organization,  equip- 
ment and  maintenance:  Provided , That  whenever  the  board  of  super- 
visors of  the  county  shall  by  a two-thirds  vote  of  all  members  elect, 
resolve  to  contract  indebtedness  or  issue  bonds  to  raise  money  for  the 
organization,  equipment  and  maintenance  of  such  school,  the  question 
shall  be  submitted  to  the  vote  of  the  electors  of  the  county  at  a general 
or  special  election  to  be  called  for  that  purpose.  Notice  of  the  submis- 
sion of  such  resolution  to  the  vote  of  the  electors  and  in  case  a special 
election  is  called,  notice  of  the  calling  of  such  special  election  shall  be 


250  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


given  in  the  same  manner  and  for  the  same  length  of  time  as  is  now 
prescribed  by  law  for  general  elections.  If  a majority  of  the  electors  of 
each  county,  voting  on  such  resolution,  shall  vote  in  favor  thereof,  it  shall 
be  deemed  to  have  carried.  The  returns  of  the  election  herein  provided 
for  shall  be  canvassed  and  the  results  declared  in  the  same  manner  and 
by  same  officers  as  is  provided  by  general  law  for  canvassing  the  returns 
of  and  declaring  the  results  in  city,  county  and  district  elections.  The 
manner  of  stating  the  question  upon  the  ballots  shall  be  prescribed  by 
the  resolution  of  the  board  of  supervisors. 

“ Sec.  2.  A board  to  be  known  as  the  county  school  board  is  hereby 
created,  which  shall  have  charge  and  control  of  all  matters  pertaining  to 
the  organization,  equipment  and  maintenance  of  such  schools,  except  as 
otherwise  provided  by  law.  Said  board  shall  consist  of  five  members, 
one  of  whom  shall  be  the  county  commissioner  of  schools  of  the  county 
or  district  in  which  the  school  is  located.  The  other  members  of  the 
board  shall  be  elected  by  the  board  of  supervisors,  one  for  one  year,  one 
for  two  years,  one  for  three  years  and  one  for  four  years,  and  thereafter 
one  member  of  the  board  shall  be  elected  annually  for  the  full  term  of 
four  years  from  the  date  of  the  expiration  of  the  term  about  to  become 
vacant,  but  no  member  of  the  board  of  supervisors  shall  be  eligible. 
Vacancies  existing  in  the  board  from  whatever  cause,  except  in  the  case 
of  the  county  commissioner,  shall  be  filled  by  appointment  made  by  the 
chairman  of  the  board  of  supervisors,  if  the  board  of  supervisors  is  not  in 
session  when  such  vacancy  occurs.  If  the  board  of  supervisors  is  in  ses- 
sion, vacancies  shall  be  filled  by  election  by  said  board  for  the  unexpired 
term.  Appointments  made  by  the  chairman  of  the  board  of  supervisors, 
as  hereinbefore  specified,  shall  be  for  the  period  of  time  until  the  next 
regular  meeting  of  the  board  of  supervisors.  Each  person  appointed  or 
created  a member  of  the  county  school  board  shall,  within  ten  days  after 
the  notice  of  such  appointment,  take  and  subscribe  an  oath,  to  support 
the  Constitution  of  the^United  States  and  the  constitution  of  Michigan, 
and  honestly,  faithfully  and  impartially  to  discharge  his  duties  as  a 
member  of  said  board  to  the  best  of  his  ability,  which  oath  shall  be  filed 
in  the  office  of  the  county  clerk.  He  shall  also,  within  the  same  time,  file  a 
bond  in  such  sum  as  may  be  fixed  by  the  board  of  supervisors,  which 
bond  shall  be  filed  in  the  office  of  the  county  clerk.  Within  fifteen  days, 
after  the  appointment  of  said  board,  the  members  thereof  shall  meet  and 
organize  by  electing  one  of  their  number  as  president.  The  county  com- 
missioner of  schools  shall  be  ex  officio  secretary  of  the  said  board.  The 
board  hereafter  created  shall  prescribe  the  duties  of  the  several  officers 
except  as  fixed  by  law. 

“ Sec.  3.  Whenever  two  or  more  counties  unite  in  establishing  such  a 
school,  the  provisions  of  section  two  of  this  act  shall  apply  to  the  organi- 
zation of  the  county  school  board,  and  to  filling  vacancies  therein : Pro- 
vided, That  the  county  commissioner  of  the  county  in  which  the  school 
is  located  shall  be  a member  of  the  board  and  ex  officio  its  secretary; 
and  two  members  shall  also  be  elected  from  each  county  by  the  board  of 
supervisors  thereof,  one  for  one  year  and  one  for  two  years,  and  there- 
after one  member  of  the  board  shall  be  elected  annually  in  each  county 
for  the  full  term  of  two  years,  but  no  member  of  the  county  board  of 
supervisors  shall  be  eligible. 

“ Sec.  4.  Whenever  two  or  more  counties  shall  unite  in  establishing 
and  maintaining  a school  under  the  provisions  of  this  act,  the  county 
school  board  herein  provided  shall,  on  or  before  the  first  day  of  October 
in  each  year,  determine  the  amount  of  money  necessary  for  the  equipment 
and  maintenance  of  said  school  for  the  ensuing  year,  which  said  amount 
they  shall  apportion  among  the  counties  in  proportion  to  the  assessed 
valuation  of  each  county  as  last  fixed  by  the  state  board  of  equalization 
and  shall  report  their  estimate  and  apportionment  to  the  county  clerk 
of  each  county,  who  shall  lay  said  report  before  the  board  of  super- 
visors at  its  annual  meeting.  The  amount  so  apportioned  to  each  county 
shall  be  levied  by  the  board  of  supervisors  of  such  county,  as  a portion 
of  the  county  tax  for  the  ensuing  year,  for  the  support  of  the  said 
school. 

“ Sec.  5.  The  county  treasurer  of  the  county  in  which  said  school  is 
located  shall  be  ex  officio  treasurer  of  said  board;  all  moneys  appropri- 
ated and  expended  under  the  provisions  of  this  act  shall  be  expended  by 


TECHNICAL  AND  INDUSTRIAL  EDUCATION. 


251 


the  county  school  board,  and  shall  be  paid  by  the  said  county  treasurer 
on  orders  issued  by  said  board  or  in  counties  having  a board  of  county 
auditors,  by  such  auditors,  and  all  moneys  received  by  said  board  shall 
be  paid  to  the  said  county  treasurer  for  the  fund  of  the  county  school 
board. 

“ Sec.  6.  In  the  county  schools  of  agriculture  and  domestic  economy 
organized  under  the  provisions  of  this  act,  instruction  shall  be  given  in 
the  elements  of  agriculture  including  instruction  concerning  the  soil,  the 
plant  life,  and  the  animal  life  of  the  farm ; a system  of  farm  accounts  shall 
also  be  taught;  instructions  shall  also  be  given  in  manual  training  and 
domestic  economy  and  such  other  related  subjects  as  may  be  prescribed. 

“ Sec.  7.  Each  such  school  shall  have  connected  with  it  a tract  of  land 
suitable  for  purposes  of  experiment  and  demonstration,  of  not  less  than 
ten  acres  in  area. 

“ Sec.  8.  The  schools  organized  under  the  provisions  of  this  act  shall 
be  free  to  the  inhabitants  of  the  county  or  counties  contributing  to  their 
support,  who  shall  be  qualified  to  pursue  the  course  of  study  as  pre- 
scribed by  the  school  board.  Whenever  students  of  advanced  age  de- 
sire admission  to  the  school  during  the  winter  months  in  sufficient  num- 
ber to  warrant  the  organization  of  special  classes  for  their  instruction, 
such  classes  shall  be  organized  and  continued  for  such  time  as  their 
attendance  may  make  necessary. 

“ Sec.  9.  The  state  superintendent  of  public  instruction  shall  give  such 
information  and  assistance  and  establish  such  requirements  as  may 
seem  necessary  for  the  proper  organization  and  maintenance  of  such 
schools,  and,  with  the  advice  of  the  president  of  the  Michigan  State 
Agricultural  College,  determine  the  qualifications  required  of  teachers 
employed  in  such  schools : Provided,  That  no  person  shall  be  eligible  to  a 
position  as  superintendent  of  any  school  established  under  this  act,  who 
is  not  a graduate  of  a state  college  of  agriculture.  The  state  superin- 
tendent of  public  instruction  shall  have  the  general  supervision  of  all 
schools  established  under  this  act ; shall  from  time  to  time  inspect  the 
same,  make  such  recommendations  relating  to  their  management  as  he 
may  deem  necessary,  and  make  such  report  thereon  to  said  schools  as 
shall  give  full  information  concerning  their  number,  character  and 
efficiency.  * * * ” 

Act  No.  35,  Apr.  3,  1907. 

1282*.  Mississippi:  Providing  for  the  establishment  of  county  agricultural 
high  schools,  and  providing  for  their  organization,  equipment,  and 
maintenance. 

Authorizing  one  school  in  each  county.  Maximum  tax,  2 mills.  One 
thousand  dollars  annual  state  aid. 

Chap.  102,  Mar.  21,  1908. 

1283.  Mississippi:  Authorizing  county  boards  of  supervisors  to  offer  prizes  to 
corn  clubs  of  the  public  schools. 

Maximum  total  sum  to  be  allowed  annually  not  to  exceed  $50. 

Chap.  104,  Mar.  16,  1908. 

1284*.  New  Jersey:  Authorizing  the  governor  to  appoint  a commission  to  in- 
quire into  the  subject  of  industrial  education  and  report  thereon  to  the 
next  legislature. 

Appropriating  $3,000  for  expenses.  No  compensation  to  commissioners. 

Jt.  Res.  No.  9,  Apr.  14,  1908. 

1285.  New  Jersey:  Amending  sec.  203,  chap.  1,  Laws,  1903  (sp.  sess.,  Oct.  15), 
relative  to  appropriations  for  the  manual  training  and  industrial  school 
for  colored  youth. 

Increasing  annual  amount  due  under  provisions  of  the  supplement  to 
the  act  of  Congress,  Aug.  13,  1890,  from  $5,000  to  $12,000. 

Chap.  120,  May  7,  1907. 


252 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1280.  New  Jersey:  Relating  to  schools  for  industrial  education  in  cities  of 
the  second  class. 

Authorizing  the  trustees  of  the  school  for  industrial  education  in  any 
such  city,  with  the  consent  of  the  governing  body  of  the  city,  to  erect 
suitable  buildings  for  an  industrial  school ; providing  the  cost  of  the  land 
and  buildings  shall  not  exceed  $50,000 ; authorizing  the  issuance  of  bonds 
therefor. 

Chap.  222,  May  27,  1907. 

1287*.  New  York:  Amending  secs.  25-28,  art.  10,  tit.  15,  consolidated  school  law 
(chap.  556,  Laws,  1894),  by  providing  for  the  establishment  and  main- 
tenance of  general  industrial  and  trade  schools  in  cities  and  in  union  free 
school  districts,  and  making  an  appropriation  therefor. 

“ * * * Sec.  25.  General  industrial  and  trade  schools  may  "be  estab- 

lished. 1.  The  board  of  education  of  any  city,  and  in  a city  not  having 
a board  of  education  the  officer  having  the  management  and  supervision 
of  the  public  school  system,  may  establish,  acquire,  conduct  and  main- 
tain as  a part  of  the  public  school  system  of  such  city  general  industrial 
schools  open  to  pupils  who  have  completed  the  elementary  school  course 
or  who  have  attained  the  age  of  34  years,  and  trade  schools  open  to 
pupils  who  have  attained  the  age  of  16  years  and  have  completed  either 
the  elementary  school  course  or  a course  in  the  above  mentioned  general 
industrial  school  or  who  have  met  such  other  requirements  as  the  local 
school  authorities  may  have  prescribed. 

“ 2.  The  board  of  education  of  any  union  free  school  district  shall  also 
establish,  acquire  and  maintain  such  schools  for  like  purposes  whenever 
such  schools  shall  be  authorized  by  a district  meeting. 

“ Sec.  2.  Section  25a  is  hereby  added  to  article  10,  title  15,  of  the  con- 
solidated school  law  and  to  read  as  follows: 

“ Sec.  25a.  1.  Appointment  of  an  advisory  board.  The  board  of  edu- 
cation in  a city  and  the  officer  having  the  management  and  supervision 
of  the  public  school  system  in  a city  not  having  a board  of  education 
shall  appoint  an  advisory  board  of  five  members  representing  the  local 
trades  and  industries.  In  the  first  instance  two  of  such  members  shall 
be  appointed  for  a term  of  one  year  and  three  of  such  members  shall  be 
appointed  for  a term  of  two  years.  Thereafter  as  the  terms  of  such 
members  shall  expire  the  vacancies  caused  thereby  shall  be  filled  for  a 
full  term  of  two  years.  Any  other  vacancy  occurring  on  such  board  shall 
be  filled  by  the  appointing  power  named  in  this  section  for  the  remainder 
of  the  unexpired  term. 

“ 2.  It  shall  be  the  duty  of  such  advisory  board  to  counsel  with  and 
advise  the  board  of  education  or  the  officer  having  the  management  and 
supervision  of  the  public  school  system  in  a city  not  having  a board  of 
education  in  relation  to  the  powers  and  duties  vested  in  such  board  or 
officer  by  section  26  of  this  act. 

“ Sec.  3.  Section  26  of  article  10  of  title  15  of  the  consolidated  school 
law  is  hereby  amended  to  read  as  follows : 

“ Sec.  26.  Authority  of  the  board  of  education  over  such  schools.  The 
board  of  education  in  a city  and  the  officer  having  the  management  and 
supervisign  of  the  public  school  system  in  a city  not  having  a board  of 
education  and  the  board  of  education  in  a union  free  school  district  which 
authorizes  the  establishment  of  a general  industrial  or  a trade  school  is 
vested  with  the  same  power  and  authority  over  the  management,  super- 
vision and  control  of  such  school  and  the  teachers  or  instructors  em- 
ployed therein  as  such  board  or  officer  now  has  over  the  schools  and 
teachers  under  their  charge.  Such  boards  of  education  or  such  officer 
shall  also  have  full  power  and  authority: 

“ 1.  To  employ  competent  teachers  or  instructors. 

“ 2.  To  provide  proper  courses  of  study. 

“ 3.  To  purchase  or  acquire  sites  and  grounds  and  to  purchase,  acquire, 
lease  or  construct  and  to  repair  suitable  shops  or  buildings  and  to  prop- 
erly equip  the  same. 

“ 4.  To  purchase  necessary  machinery,  tools,  apparatus  and  supplies. 

“ Sec.  4.  Section  27  of  article  10  of  title  15  of  the  consolidated  school 
law  is  hereby  amended  to  read  as  follows: 


TECHNICAL.  AND  INDUSTRIAL  EDUCATION. 


253 


“ Sec.  27.  State  aid  for  general  industrial  and  trade  schools.  The  com- 
missioner of  education  in  the  annual  apportionment  of  the  state  school 
moneys  shall  apportion  therefrom  to  each  city  and  union  free  school  dis- 
trict the  sum  of  $500  for  each  independently  organized  general  industrial 
or  trade  school  maintained  therein  for  40  weeks  during  the  school  year 
and  employing  one  teacher  whose  work  is  devoted  exclusively  to  such 
school,  and  having  an  enrollment  of  at  least  25  pupils  and  maintaining 
a course  of  study  approved  by  him.  He  shall  also  make  an  additional 
apportionment  to  each  city  and  union  free  school  district  of  $200  for  each 
additional  teacher  employed  exclusively  in  such  schools  for  40  weeks 
during  the  school  year.  All  such  moneys  apportioned  by  the  commis- 
sioner of  education  shall  be  used  exclusively  for  the  support  and  main- 
tenance of  such  schools  in  the  city  or  district  to  which  such  moneys  are 
apportioned.  But  the  commissioner  of  education  may  in  his  discretion 
apportion  to  a district  or  city  maintaining  such  schools  or  employing 
such  teachers  for  a shorter  time  than  40  weeks,  an  amount  pro  rata  to 
the  time  such  schools  are  maintained  or  such  teachers  are  employed. 
This  section  shall  not  be  construed  to  entitle  manual  training  high 
schools  or  other  secondary  schools  maintaining  manual  training  depart- 
ments, to  an  apportionment  of  funds  herein  provided  for. 

“ Sec.  5.  Section  28  is  hereby  added  to  article  10,  title  15,  of  the  con- 
solidated school  law  and  to  read  as  follows : 

“ Sec.  28.  Annual  estimate  by  board  of  education  and  appropriations 
by  municipal  and  school  districts.  1.  The  board  of  education  of  each  city 
or  the  officer  having  the  management  and  supervision  of  the  public  school 
system  in  a city  not  having  a board  of  education  shall  file  with  the  com- 
mon council  of  such  city  within  30  days  after  the  commencement  of  the 
fiscal  year  of  such  city  a written  itemized  estimate  of  the  expenditures 
necessary  for  the  maintenance  of  its  general  industrial  and  trade  schools 
and  the  estimated  amount  which  the  city  will  receive  from  the  state 
school  moneys  applicable  to  the  support  of  such  schools.  The  common 
council  shall  give  a public  hearing  to  such  persons  as  wish  to  be  heard 
in  reference  thereto.  The  common  council  shall  adopt  such  estimate  and 
after  deducting  therefrom  the  amount  of  state  moneys  applicable  to  the 
support  of  such  schools  shall  include  the  balance  in  the  annual  tax  budget 
of  such  city.  Such  amount  shall  be  levied,  assessed  and  raised  by  tax 
upon  the  real  and  personal  property  liable  to  taxation  in  the  city  at  the 
time  and  in  the  manner  that  other  taxes  for  school  purposes  are  raised. 
The  common  council  shall  have  power  by  a two  thirds  vote  to  reduce  or 
reject  any  item  included  in  such  estimate. 

“ 2.  The  board  of  education  in  a union  free  school  district  which  main- 
tains a general  industrial  or  trade  school  shall  include  in  its  estimate  of 
anticipated  expenses  pursuant  to  the  provisions  of  sections  9 and  18  of 
title  8 of  this  act  the  amount  that  will  be  required  to  maintain  such 
schools  after  applying  toward  the  maintenance  thereof  the  amount  ap- 
portioned therefor  by  the  commissioner  of  education.  Such  amount  shall 
thereafter  be  levied,  assessed  and  raised  by  tax  upon  the  taxable  prop- 
erty of  the  district  at  the  time  and  in  the  manner  that  other  taxes  for 
school  purposes  are  raised  in  such  district. 

“ Sec.  6.  Powers  and  duties  of  Commissioner  of  Education.  .The  com- 
missioner of  education  shall  have  general  supervision  of  such  schools : 
he  shall  prescribe  regulations  governing  the  licensing  of  the  teachers 
employed  therein ; and  he  is  hereby  authorized,  empowered  and  directed 
to  provide  for  the  inspection  of  such  schools,  to  take  necessary  action 
to  make  effectual  the  provisions  of  this  act,  and  to  advise  and  assist 
boards  of  education  in  the  several  cities  and  school  districts  in  the  estab- 
lishment, organization  and  management  of  such  schools.  The  sum  of 
$7,000,  or  so  much  thereof  as  may  be  necessary,  is  hereby  appropriated 
to  the  education  department  for  the  enforcement  of  this  act,  and  the 
commissioner  of  education  is  hereby  empowered  to  create  such  positions, 
to  make  such  appointments  and  to  fix  the  salary  of  employees  as  may  be 
necessary  for  the  purposes  of  this  act  for  the  period  of  one  year. 

“ Sec.  7.  This  act  shall  take  effect  immediately.” 

Chap.  263,  May  18,  1908. 

1288.  North  Dakota:  See  enactment  No.  1430. 


254  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1289.  North  Dakota:  Amending  sec.  1092,  Revised  Codes,  1905,  relative  to  the 
object  of  the  North  Dakota  Academy  of  Science. 

Object  of  school  to  be  “ the  training  of  skilled  workmen  in  the  prac- 
tical phases  of  applied  science.” 

Chap.  100  (in  part),  Mar.  19,  1907. 

1290.  Ohio:  See  enactment  No.  653. 

1291*.  Oklahoma:  Putting  into  force  sec.  7,  art.  13,  of  the  constitution  re- 
quiring the  teaching  of  the  elements  of  agriculture,  horticulture,  stock 
feeding,  and  domestic  science  in  the  common  schools;  creating  a harmoni- 
ous system  of  agriculture  and  industrial  education  for  Oklahoma ; pro- 
viding for  the  establishment  of  departments  of  agricultural  instruction 
in  the  state  normal  schools  and  for  the  chair  of  agriculture  for  schools  in 
the  agricultural  and  mechanical  college;  and  providing  for  the  establish- 
ment and  maintenance  of  agricultural  schools  of  secondary  grade  in  each 
supreme  court  judicial  district,  with  branch  agricultural  experiment 
stations  and  short  courses  for  farmers  in  connection  therewith. 

“ Section  1.  That  for  the  purpose  of  carrying  out  the  requirements  of 
the  state  constitution  relating  to  the  teaching  of  the  elements  of  agri- 
culture, horticulture  and  stock  feeding,  and  domestic  science  in  the  com- 
mon schools  of  the  State,  there  is  hereby  created  a state  commission  of 
agricultural  and  industrial  education,  consisting  of  the  state  superin- 
tendent of  public  instruction,  who  shall  be  chairman  thereof;  the 
president  of  the  state  board  of  agriculture,  and  the  president  of  the 
agricultural  and  mechanical  college,  each  of  whom  shall  serve  without 
additional  pay.  Said  commission  shall  conform  to  the  rulings  of  the 
state  board  of  education,  shall  cooperate  with  all  state  normal  schools, 
the  agricultural  and  mechanical  colleges,  and  the  state  board  of  agri- 
culture, and  said  boards  and  institutions  are  hereby  required  to  cooperate 
with  the  state  commission  of  agricultural  and  industrial  education  as  far 
as  practicable,  and  without  interfering  with  the  more  immediate  duties 
of  said  boards  and  institutions.  Said  commission  shall  make  a report  in 
writing  to  the  governor  at  least  thirty  days  prior  to  the  regular  sessions 
of  the  legislature  including  the  work  done  under  its  supervision  and  a 
complete  account  of  all  funds  and  their  disbursements  made  in  pursuance 
of  this  act,  together  with  such  recommendations  as  may,  by  said  board, 
be  deemed  advisable. 

“ Sec.  2.  The  elementary  principles  of  agriculture,  horticulture,  animal 
husbandry,  stockfeeding,  forestry,  building  country  roads,  and  domestic 
science,  including  the  elements  of  economics,  shall  be  embraced  in  the 
branches  taught  in  all  the  public  schools  of  this  state,  receiving  any  part 
of  their  support  from  this  state,  and  these  branches  shall  be  as  thor- 
oughly studied  and  taught  by  observation,  practical  exercises,  and  the 
use  of  text  and  reference  books,  and  in  the  same  manner  as  are  other 
like  required  branches  in  said  public  schools. 

“ Sec.  3.  The  state  superintendent  of  public  instruction  shall  investi- 
gate and  determine  the  character,  extent  and  cost  of  courses  of  instruc- 
tion in  the  branches  provided  for  in  this  act,  including  manual  training 
adapted  to  the  different  schools;  and  through  bulletins  and  public 
addresses  give  information  to  school  boards  and  communities  as  to  the 
courses  and  character  of  instruction  which  have  proved  most  satisfactory 
and  best  adapted  to  various  schools.  He  shall  determine  and  give  infor- 
mation as  to  where  the  most  thoroughly  trained  and  best  equipped 
teachers  of  subjects  named  in  this  act  may  be  found,  and  shall  formulate 
and  recommend  plans  for  the  organization  of  training  and  normal 
schools  for  the  preparation  of  teachers  of  said  subjects.  lie  shall,  in  all 
proper  ways,  seek  to  awaken  an  active  interest  among  teachers  in  the 
subjects  required  to  be  taught  in  this  act  and  shall,  in  all  proper  ways, 
awaken  public  sentiment  to  the  importance  of  teaching  said  subjects  in 
the  common  schools  and  all  public  schools  with  efficiency  and  success, 
and  shall  make  such  investigations  as  may  be  necessary  for  the  proper 
performance  of  his  duties  as  prescribed  in  this  act. 

“ Sec.  4.  All  county  superintendents  of  education  shall  file  a written 
report  with  the  president  of  the  state  board  of  education  annually  at 


TECHNICAL  AND  INDUSTRIAL  EDUCATION. 


255 


such  time  as  the  president  of  said  board  may  require,  concerning  the 
cost,  character  and  extent  of  such  courses  of  instruction  in  the  branches 
provided  to  be  taught  in  this  act,  in  their  respective  counties,  together 
with  such  reports  on  work  done  and  suggestions  in  relation  thereto  as 
the  president  of  the  state  board  of  education  may  require. 

“ Sec.  5.  After  July  1st,  1909,  no  person  shall  teach  and  no  certificate 
will  be  granted  to  an  applicant  to  teach,  in  the  public  schools  receiving  aid 
from  this  state,  who  has  not  passed  a satisfactory  examination  in  the 
elements  of  agriculture  and  allied  branches  mentioned  in  this  act.  It 
shall  be  the  duty  of  teachers  in  all  schools  receiving  aid  from  the  state 
to  file  quarterly,  or  at  such  times  as  the  county  superintendent  may 
require,  a written  report  from  the  county  superintendent  of  public  instruc- 
tion of  their  respective  counties,  in  full  detail,  of  any  progress  or  work 
done  in  the  different  branches  required  to  be  taught  under  the  terms  of 
this  act,  together  with  such  recommendations  as  they  may  deem  advisable, 
and  such  other  information  as  the  county  superintendent  may  require. 
Any  teacher,  whose  duty  it  is  to  instruct  in  branches  required  to  be 
taught  by  this  act,  who  fails  or  neglects  to  comply  with  the  provisions  of 
this  act,  shall  be  discharged. 

“ Sec.  6.  The  state  normal  schools,  and  like  schools  to  be  hereafter 
created,  shall  lend  specific  assistance  in  carrying  out  the  work  of  instruc- 
tion in  the  elements  of  agriculture  and  allied  branches  named  in  this  act, 
in  the  same  manner  as  teachers  are  prepared  for  other  required  subjects 
and  shall  render  such  cooperation  and  active  support  through  their 
respective  presidents,  officers,  and  teachers  as  will  best  contribute  to  the 
successful  introduction  and  support  of  a successful  system  of  agricul- 
tural and  industrial  education  for  the  schools  of  the  state.  There  shall 
be  established  in  each  of  the  state  normal  schools,  located  or  to  be  here- 
after located,  a department  to  be  known  as  the  department  of  agricul- 
tural and  industrial  education,  with  a professor  in  charge,  which  shall 
give  such  instruction  in  the  regular  course  or  courses,  as  may  be  deemed 
necessary  for  the  instruction  of  teachers  in  the  public  schools  of  the 
state.  For  the  purpose  of  establishing  such  departments  there  is  hereby 
appropriated  out  of  the  treasury  for  the  maintenance,  support,  and  equip- 
ment of  said  departments  the  sum  of  two  thousand  five  hundred  dollars, 
or  so  much  thereof  as  may  be  necessary,  for  each  of  said  departments 
established  in  pursuance  of  this  act  in  the  three  existing  normal  schools. 

“ Sec.  7.  The  agricultural  and  mechanical  college  shall  be  the  technical 
head  of  the  agricultural,  industrial,  and  allied  science  system  of  education, 
and  its  president,  professors  and  employees  shall  lend  such  assistance  in 
carrying  out  the  objects,  aims,  and  purposes  of  the  state  constitution 
requiring  the  teaching  of  agriculture  and  allied  practical  subjects  as 
shall  not  conflict  with  the  immediate  duties  incumbent  on  them  in  said 
institution. 

“ Sec.  8.  There  is  hereby  created  the  chair  of  agriculture  for  schools, 
who  shall  be  a member  of  the  faculty  of  the  agricultural  and  mechanical 
college,  whose  duty  shall  be  to  direct  and  advise  in  all  matters  relating 
to  the  teaching  of  agriculture  and  allied  subjects  in  the  common  schools, 
under  the  supervision  of  the  president  of  the  agricultural  and  mechanical 
college,  and  he  shall  be  paid  from  the  funds  of  the  agricultural  and 
mechanical  college.  He  shall  visit  the  schools,  the  teachers’  institutes, 
the  summer  normal  schools,  and  the  state  normal  schools,  advise  with 
the  teachers  and  officers  concerned,  and  plan  such  means  of  cooperation 
in  the  improvement  of  methods,  appliances,  the  use  of  seeds,  plants,  and 
trees  as  may  from  time  to  time  be  necessary,  and  shall  prepare,  print 
and  distribute  such  leaflets  and  other  literature  as  may  be  helpful  to 
teachers  and  pupils  concerned  or  engaged  in  teaching  industrial,  prac- 
tical, and  scientific  subjects  bearing  on  technical  and  practical  agriculture 
and  its  allied  branches. 

“ Sec.  9.  It  shall  be  the  duty  of  the  agricultural  and  mechanical  col- 
lege, under  the  board  of  agriculture,  (ex  officio  board  of  regents  of  said 
institution)  to  carry  on  all  natural  history  surveys,  soil  surveys,  mineral 
and  forestry  surveys  that  are  now  provided  for  by  the  laws  of  the  state, 
or  that  may  hereafter  be  provided  for,  and  it  shall  be  the  duty  of  said 
agricultural  and  mechanical  college  to  cooperate  with  the  National  De- 
partment of  Agriculture  in  carrying  out  the  surveys  herein  mentioned, 
and  in  the  construction  of  country  roads,  and  in  all  ways  and  by  all 


256  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


means  to  supply  the  schools  and  the  people  with  agricultural,  industrial, 
and  technical  facts  demanded  by  the  spirit  of  this  act. 

“ Sec.  10.  Any  student  having  completed  the  regular  four  years’  course 
of  study  of  the  agricultural  and  mechanical  college  and  receiving  a 
diploma  from  said  college,  shall  be  granted  a permanent  teachers’  certifi- 
cate of  fiist  grade  by  the  state  superintendent  of  public  instruction,  when 
application  for  such  certificate  has  been  duly  made  and  approved  by  the 
state  commission  of  agricultural  and  industrial  education. 

“ Sec.  11.  The  state  commissioners  of  agricultural  and  industrial  edu- 
cation, with  the  assistance  of  such  experts  in  agricultural  education  as 
may  be  secured  from  the  State  and  National  Departments  of  Agriculture, 
shall  have  the  authority  and  it  shall  be  their  duty  to  prepare  a detailed 
course  of  study  in  the  elements  of  agriculture  and  allied  subjects,  domes- 
tic science,  and  economics  adapted  to  the  needs  of  instruction  in  the 
elementary  and  secondary  schools  of  the  State.  The  commission  shall 
prepare  a syllabus  of  the  course  of  study  in  each  subject,  in  such  detail 
and  with  such  elaboration  of  the  body  of  knowledge  to  be  considered  as 
may  be  necessary  for  the  organization  and  administration  of  the  proper 
courses  of  instruction  in  said  branches.  In  preparing  the  courses  of 
study  required  to  be  taught  by  this  act,  any  of  said  subjects  may  be 
combined  in  one  text-book  so  they  will  be  adaptable  to  the  various  schools 
in  which  they  are  taught,  at  the  same  time,  so  far  as  possible,  giving 
practical  educational  values  to  each  subject.  Upon  the  satisfactory  com- 
pletion of  said  course  of  study,  as  evidenced  by  a diploma  or  certificate 
signed  by  the  county  superintendent,  pupils  shall  be  admitted  to  the  sub- 
freshman or  higher  class  of  the  agricultural  and  mechanical  college  with- 
out further  examination.  It  shall  be  the  duty  of  the  president  of  the 
agricultural  and  mechanical  college  each  year  to  send  to  each  school  in 
this  State,  where  such  branches  as  required  by  this  act  are  taught,  a 
catalogue,  and  upon  application  to  furnish  said  schools  such  other  infor- 
mation as  may  be  desired  relative  to  said  college.  Such  catalogues  and 
other  information  shall  be  kept  in  each  school  for  reference. 

“ Sec.  12.  It  shall  be  the  duty  of  the  state  superintendent  of  public 
instruction  to  secure  at  least  twice  a year,  a set  of  examination  questions 
in  all  the  studies  required  for  admission  to  the  agricultural  and  mechan- 
ical college,  and  he  shall  send  a printed  list  of  same  to  each  county 
superintendent,  which  shall  be  used  in  examining  candidates  who  may 
desire  to  enter  said  college. 

“ Sec.  13.  It  shall  be  the  duty  of  the  county  superintendent  to  give 
public  notice  of  the  examination  provided  for  in  the  preceding  section  at 
the  time  of  all  regular  teachers’  examinations,  and  to  submit  such  ques- 
tions to  any  candidate  who  may  desire  to  enter  the  agricultural  and 
mechanical  college.  The  examinations  shall  be  conducted  in  the  same 
manner  as  are  regular  teachers’  examinations  of  the  county.  The  work 
of  each  and  every  candidate,  together  with  the  name  and  address,  shall 
be  forwarded  by  the  state  superintendent  within  ten  days  from  the  date 
of  the  examination,  and  by  him  to  the  president  of  the  college,  who  shall 
examine  and  grade  the  answers,  and  report  to  the  candidate  as  soon  as 
possible,  after  the  receipt  of  the  paper,  the  result  of  the  examination. 
An  average  grade  of  seventy  per  cent  in  each  branch  will  admit  the  can- 
didate to  the  agricultural  and  mechanical  college  without  further  exami- 
nation. 

“ Sec.  14.  There  shall  be  established  in  each  of  the  supreme  court  judi- 
cial districts  a district  agricultural  school  of  secondary  grade  for  instruc- 
tion in  agriculture  and  mechanics  and  allied  branches,  and  domestic  sci- 
ence, and  economics,  with  courses  of  instruction  leading  to  the  agricul- 
tural and  mechanical  college,  and  the  state  normals.  At  least  two  of 
said  agricultural  schools  shall  be  located  and  established,  beginning  July 
nineteen  hundred  eight,  and  every  two  years  thereafter,  until  one  of  said 
agricultural  schools  shall  have  been  provided  for  in  each  supreme  court 
judicial  district;  provided,  that  each  of  said  agricultural  schools  shall  be 
provided  with  not  less  than  eighty  acres  of  land  without  cost  to  the  state 
and  deeded  in  perpetuity  to  the  state.  The  location,  operation,  and  equip- 
ment of  said  agricultural  schools  shall  be  under  the  administration  of  the 
state  commission  of  agricultural  and  industrial  education,  subject  to  the 
approval  of  the  board  of  agriculture. 


TECHNICAL  AND  INDUSTRIAL  EDUCATION. 


257 


“ Sec.  15.  There  shall  be  an  experimental  farm,  operated  by  each  of  said 
agricultural  schools,  on  which  careful  trials  shall  be  made  of  the  best 
fruits,  vegetables,  flowers,  field  and  forage  crops,  fertilizers,  and  stock 
feeds  for  that  section,  as  well  as  the  systems  of  dairying,  drainage,  irriga- 
tion and  farm  management  that  may  be  considered  of  practical  value  and 
adapted  to  the  needs  of  the  people  in  such  supreme  court  judicial  dis- 
tricts ; provided  that  each  district  agricultural  school  shall  make  at  least 
one  report  annually  to  the  governor  of  the  State  covering  all  work  done, 
its  cost,  the  results,  and  the  probable  value  of  such  experiments,  which 
report  shall  be  published  for  free  distribution  to  farmers,  fruit  and 
vegetable  growers  and  stockmen  in  the  supreme  court  judicial  district 
in  which  said  school  is  located. 

“Sec.  16.  There  shall  be  held  annually  by  each  of  said  agricultural 
schools  a farmers’  short  course  extending  over  at  least  one  week  and 
embracing  practical  and  elementary  scientific  instruction  in  those  branches 
of  agriculture  that  may  be  deemed  most  important  in  the  supreme  court 
judicial  district  in  which  any  such  agricultural  school  is  located  at  the 
time  such  course  of  instruction  is  to  be  provided,  including  a course  in 
domestic  economy,  canning,  preserving  and  cooking.  There  shall  be  no 
fees  charged  for  attendance  on  these  practical  courses  of  instruction 
and  no  entrance  examinations  may  be  required ; provided,  that  all  citizens 
of  the  white  race  over  fifteen  years  of  age  shall  be  entitled  to  admission 
to  such  courses. 

“ Sec.  17.  No  courses  of  instruction  shall  be  offered  in  such  agricultural 
schools  other  than  industrial  courses,  but  this  shall  not  exclude  teaching 
the  common  school  branches,  the  languages,  manual  training,  manufac- 
ture, the  sciences,  and  other  necessary  studies  as  subjects  in  the  industrial 
courses. 

“ Sec.  18.  There  is  hereby  appropriated  out  of  the  building  fund  of 
the  state  treasury  for  the  purpose  of  erecting  the  necessary  building  or 
buildings,  for  the  first  two  schools,  the  sum  of  twenty  thousand  dollars 
for  each  school,  and  out  of  the  state  treasury  for  the  maintenance  and 
support  of  such  school  the  sum  of  twelve  thousand  dollars  for  each 
school  per  annum  for  maintenance  during  the  first  year ; provided,  that 
one-fourth  of  the  sum  herein  appropriated  for  the  support  and  mainte- 
nance of  such  schools  shall  be  expended  in  developing  agricultural  experi- 
ment in  field,  barn,  orchard,  shops,  and  garden  of  practical  value  to 
students  of  the  school  and  to  farmers  of  the  supreme  court  judicial  dis- 
trict in  which  such  school  may  be  located. 

“ Sec.  19.  The  state  commission  of  agricultural  and  industrial  educa- 
tion is  hereby  authorized,  subject  to  the  approval  of  the  board  of  agri- 
culture, to  advertise  for  plans  and  specifications  and  to  contract  under 
the  terms  of  this  act  for  the  construction  of  such  buildings  subject  to 
such  laws  as  are  in  force  governing  the  advertising  for  plans  and  speci- 
fications and  the  construction  of  other  public  buildings. 

“ Sec.  20.  All  acts  and  parts  of  acts  in  conflict  herewith  are  hereby 
repealed. 

“ Sec.  21.  An  emergency  is  hereby  declared,  by  reason  whereof  it  is 
necessary  for  the  immediate  preservation  of  the  public  peace  and  safety 
that  this  act  take  effect  from  and  after  its  passage  and  approval.” 

Chap.  3,  S.  B.  109,  p.  13,  May  20,  1908. 

1292.  Oklahoma:  Establishing  an  industrial  institute  and  college  for  girls, 
and  providing  for  its  location  and  government. 

Chap.  70,  S.  B.  249,  p.  614,  May  16,  1908. 

1293.  Wisconsin:  Creating  secs.  926 — 22  to  926 — 30,  inclusive,  Statutes,  1898, 
providing  for  the  establishment  and  maintenance  of  trade  schools. 

“ Section  926 — 22.  Any  city  in  the  State  of  Wisconsin  or  any  school 
district  having  within  its  limits  a city  desiring  to  establish,  conduct  and 
maintain  a school  or  schools  for  the  purpose  of  giving  practical  instruc- 
tion in  the  useful  trades  to  persons  having  attained  the  age  of  sixteen 
years,  as  a part  of  the  public  school  system  of  such  city,  is  empowered 
to  do  so  by  complying  with  the  provisions  of  sections  926—23  to  926 — 30, 
inclusive,  statutes  of  1898. 

63470—09 17 


258  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


“ 926 — 23.  Such  trade  school  or  schools  shall  be  under  the  supervision 
and  control  of  the  school  boards  of  the  respective  cities  or  school  districts 
in  which  they  may  be  located. 

“ 926 — 24.  The  school  board  of  every  such  city  or  school  district  is 
given  full  power  and  authority  to  establish,  take  over  and  maintain  a 
trade  school  or  schools,  equip  the  same  with  proper  machinery  and  tools, 
employ  a competent  instructor  or  instructors,  and  give  practical  instruc- 
tion in  one  or  more  of  the  common  trades.  Such  a trade  school  shall  not 
be  maintained,  however,  unless  there  be  an  average  enrollment  of  at 
least  thirty  scholars. 

“ 926 — 25.  Whenever  any  school  board  shall  have  established  or  taken 
over  an  established  trade  school,  such  school  board  may  prepare  the 
courses  of  study,  employ  instructors,  purchase  all  machinery,  tools  and 
supplies,  purchase  or  lease  suitable  grounds  or  buildings  for  the  use  of 
such  school  and  exercise  the  same  authority  over  such  school  which  it 
now  has  over  the  schools  under  its  charge. 

“ 926 — 26.  Whenever  any  school  board  shall  have  established  or  taken 
over  an  already  established  trade  school  or  schools  it  may  appoint  an 
advisory  committee,  to  be  known  as  the  committee  on  trade  schools,  con- 
sisting of  five  citizens,  not  members  of  the  school  board,  each  of  whom 
is  experienced  in  one  or  more  of  the  trades  to  be  taught  in  the  school 
or  schools,  to  assist  in  the  administration  of  the  trade  school  or  schools 
located  in  that  city,  which  committee  shall  be  appointed  by  the  presi- 
dent of  such  school  board  with  the  approval  of  a majority  of  the  board. 
Such  committee  shall  have  authority,  subject  to  the  approval  and  ratifi- 
cation of  the  school  board,  to  prepare  courses  of  study,  employ  or  dis- 
miss instructors,  purchase  machinery,  tools  and  supplies,  and  purchase  or 
rent  suitable  grounds  or  buildings  for  the  use  of  such  trade  schools. 
When  any  such  committee  on  trade  schools  is  appointed  two  of  its  orig- 
inal members  shall  be  appointed  for  the  term  of  one  year,  another  two 
for  the  term  of  two  years,  and  the  fifth  member  for  a term  of  three 
years,  and  thereafter,  each  member  of  said  committee  shall  be  appointed 
for  the  term  of  two  years.  In  case  of  any  vacancy  during  the  term  of 
any  member  of  said  committee,  said  school  board  shall  fill  such  vacancy 
by  appointment  for  such  unexpired  term. 

“ 926 — 27.  Students  attending  any  such  trade  school  may  be  required  to 
pay  for  all  material  consumed  by  them  in  their  work  in  such  school  at  cost 
prices  or  in  lieu  thereof  the  school  board  may  establish  a fixed  sum  to  be 
paid  by  each  student  in  each  course  which  sum  shall  be  sufficient  to  cover, 
as  nearly  as  may  be,  the  cost  of  the  material  to  be  consumed  in  such 
course ; any  manufactured  articles  made  in  such  school  may  be  disposed 
of  at  the  discretion  of  the  school  board,  and  the  proceeds  shall  be  paid 
into  the  trade  school  fund. 

“ 926 — 28.  Whenever  any  such  school  board  shall  have  decided  to  estab- 
lish a trade  school  or  schools,  or  to  take  over  one  already  established, 
under  the  provisions  of  this  act,  a tax,  not  exceeding  one  half  of  one  mill 
on  the  total  assessed  valuation  of  such  city  shall  'be  levied,  upon  the  requi- 
sition of  the  school  board,  as  other  school  taxes  are  levied  in  such  city ; 
the  fund  derived  from  such  .taxation  shall  be  known  as  the  trade  school 
fund,  shall  be  used  in  establishing  and  maintaining  a trade  school  or 
trade  schools  in  such  city,  shall  not  be  diverted  or  used  for  any  other 
purpose  whatsoever,  and  may  be  disposed  of  and  disbursed  by  the  school 
board  of  such  city  in  the  same  manner  and  pursuant  to  the  same  regula- 
tions governing  the  disposition  and  disbursement  of  regular  school  funds 
by  such  boards. 

“926 — 29.  Any  school  board  desiring  to  avail  itself  of  the  provisions  of 
this  act,  may,  before  the  trade  school  fund  herein  provided  for  becomes 
available,  establish,  take  over,  equip  and  maintain  a trade  school  or 
schools  out  of  the  regular  school  funds  which  may  be  at  the  disposal  of 
such  school  board,  provided,  however,  that  all  moneys  used  for  these  pur- 
poses out  of  the  regular  school  funds  shall  be  refunded  within  three  years 
from  the  trade  school  fund. 

“926 — 30.  1.  When  the  school  board  of  any  city  of  the  second,  third 
or  fourth  class,  or  the  school  board  of  any  school  district  having  within 
its  limits  such  a city,  shall  determine  to  establish,  take  over,  conduct  or 
maintain  such  trade  school,  it  shall  publish  notice  of  its  intention  so  to 
do  with  a copy  of  the  resolution  or  order  expressing  such  determination 


TECHNICAL  AND  INDUSTRIAL  EDUCATION. 


259 


once  each  week  for  four  successive  weeks  in  a newspaper  published  in 
said  school  district  and  shall  take  no  further  steps  in  said  matter  until 
the  expiration  of  thirty  days  from  the  date  of  the  first  publication. 

“2.  If  within  such  thirty  days  there  shall  be  filed  with  the  clerk  of 
such  city  a petition  signed  by  a number  of  electors  of  the  school  district 
equal  to  twenty  per  centum  of  the  number  of  votes  cast  in  said  city  at  the 
last  municipal  election  praying  that  the  question  of  the  establishment, 
taking  over,  conduct  and  maintenance  of  such  trade  school  shall  be  sub- 
mitted to  the  vote  of  the  electors  of  such  school  district,  the  city  clerk 
shall  at  the  earliest  opportunity  lay  such  petition  before  the  common 
council.  The  common  council  shall  thereupon  at  its  next  regular  meeting 
by  resolution  or  ordinance  direct  the  city  clerk  to  call  a special  election 
for  the  purpose  of  submitting  such  question  to  the  electors  of  such  city 
and  school  district. 

“ 3.  Such  election  shall  be  noticed  and  conducted  and  canvassed  in  ac- 
cordance with  the  provisions  of  section  943,  statutes  of  1898.  All  electors 
within  the  territory  constituting  such  school  district,  qualified  to  vote  at 
any  election  pertaining  to  school  district  matters  shall  be  entitled  to  vote. 

“4.  If  any  of  said  school  districts  shall  be  beyond  the  limits  of  such 
city,  the  city  clerk  shall  immediately  upon  the  passage  of  the  resolution 
or  ordinance  by  the  city  council  ordering  such  election,  transmit  a copy 
thereof  to  the  clerk  of  the  town  or  towns  of  which  such  territory  is  con- 
stituted. The  clerk  or  clerks  of  said  towns  shall  thereupon  cause  a notice 
of  such  election  to  be  given  and  such  election  to  be  held  and  canvassed  as 
provided  in  section  943. 

“ 5.  If  a majority  of  the  ballots  cast  in  such  school  district  shall  be  in 
favor  of  the  establishment,  taking  over,  conducting  and  maintenance  of 
such  trade  school,  then  such  board  shall  proceed  as  heretofore  provided 
to  establish,  take  over,  conduct  and  maintain  such  trade  school.  But  if  a 
majority  shall  vote  against  such  proposition  to  establish,  take  over,  con- 
duct and  maintain  a trade  school,  the  board  shall  take  no  further  steps 
towards  such  end. 

“ 6.  If  no  petition  to  submit  such  proposition  to  establish,  take  over  or 
maintain  a trade  school  to  the  vote  of  the  electors  shall  be  filed  with  the 
city  clerk  within  thirty  days  after  the  first  publication  of  the  notice  of 
the  determination  of  the  school  board  to  take  such  action,  then  such 
school  board  may  proceed  as  hereinbefore  provided  without  submitting 
such  proposition  to  the  electors  of  the  district.” 

Chap.  122,  May  22,  1907. 

1294.  Wisconsin:  Creating  sec.  490m  of  the  Statutes,  relating  to  the  establish- 
ment of  technical  schools  and  colleges  by  cities. 

Cities  may  establish  technical  schools ; referendum. 

Chap.  344,  June  24,  1907. 

1295.  Wisconsin:  Amending  sec.  10,  chap.  288,  Laws,  1901,  as  amended  by 
chap.  143,  Laws,  1903  (sec.  5531,  Statutes),  relative  to  the  number  of 
county  schools  of  agriculture  and  domestic  economy. 

Increasing  the  maximum  number  of  schools  to  be  established  from 
four  to  eight. 

Chap.  540,  July  10,  1907. 

1296.  Wisconsin:  Creating  secs.  392m  to  392t,  inclusive,  Statutes,  1898,  relative 
to  the  establishment  of  a state  mining  trade  school  and  making  an 
appropriation  therefor. 

Providing  for  the  establishment  of  the  Wisconsin  mining  trade  school 
at  Platteville,  to  teach  the  science,  art,  and  practice  of  mining  and  the 
application  of  machinery  thereto,  said  school  to  be  under  the  control 
and  management  of  a board  of  three  members,  known  as  the  Wisconsin 
mining  school  board.  Providing  for  the  appointment  of  members,  term, 
compensation,  organization,  procedure,  powers,  and  duties  of  the  board. 
Prescribing  branches  to  be  taught.  Requiring  consultation  with  dean 
of  college  of  enginering  at  University  of  Wisconsin  as  to  course  of  study. 
Prohibiting  fees  to  residents  of  State  and  contraction  of  debt  by  college. 
Appropriating  $30,000. 


Chap.  573,  July  11,  1907. 


260  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


P.  HIGHER  EDUCATIONAL  INSTITUTIONS. 


(a)  General. 

1297.  Florida:  Providing  for  the  erection  of  a statue  of  Edmund  Kirby  Smith 
in  the  national  Statuary  Hall  in  Washington  and  providing  for  a com- 
mission. 

(Formerly  chancellor  of  the  University  of  Nashville  and  professor  of 
mathematics  in  the  University  of  the  South.) 

Chap.  5714  (act  No.  119),  May  20,  1907. 

D 1298.  Illinois  (1908)  : A student  supporting  himself  entirely  by  his  own 
efforts,  not  subject  to  parental  control,  and  who  regards  the  place 
where  the  college  is  situated  as  his  home,  even  though  he  may  at  some 
future  time  intend  to  remove,  is  entitled  to  vote. — Welch  v.  Shumway, 
83  N.  E.,  549 ; 232  111.,  54. 

A student  is  presumed  not  to  have  the  right  to  vote,  and,  if  he  at- 
tempts to  do  so,  the  burden  is  on  him  to  prove  his  residence. — Ibid. 

The  fact  that  a student  has  borrowed  money  from  his  parents  to  help 
him  through  college  weakens  his  claim  to  a residence  in  a college  town, 
unless  it  be  shown  to  be  a purely  business  proposition  between  himself 
and  his  parents. — Ibid. 

D 1299.  Michigan  (1908)  : A university  athletic  association  representing  the 
students  and  its  officers,  in  building  a stand  for  a football  game  on  the 
athletic  field  belonging  to  the  university,  does  not  represent  the  uni 
versity  board  of  regents  so  as  to  make  such  board,  rather  than  the 
association  and  its  officers,  the  proper  party  defendant  in  an  action  for 
injury  to  a spectator  at  the  game  from  collapse  of  the  stand,  though  the 
graduate  director  of  the  association,  who,  by  its  constitution,  is  a member 
of  its  finance  committee,  and  who  also  exercises  such  powers  and  per- 
forms such  duties  as  its  board  of  control  may  determine  and  require,  is 
paid  for  his  services  as  adviser  of  the  association’s  athletic  policy  by  the 
regents,  and  his  position  of  graduate  director  is  dependent  on  his  en- 
gagement with  the  regents,  and  though  he  applied  to  the  committee  on 
buildings  and  grounds  for  permission  to  build  the  stand  and  received 
the  permission  from  it ; the  stand  and  all  other  structures  on  the  field 
being  paid  for  out  of  the  funds  of  the  association,  which  receives  and 
disburses  its  money  without  control  by  the  regents,  except  that  they 
require  a proper  auditing  of  accounts. — Scott  v.  University  of  Michigan 
Athletic  Association  et  al.,  116  N.  W.,  624. 

1300.  Oklahoma:  See  enactment  No.  1/3. 

1301.  Virginia:  See  enactment  No.  52. 

1302.  West  Virginia:  Amending  and  reenacting  sec.  57,  chap.  29,  Code,  1903, 
as  amended  and  reenacted  by  chap.  35,  Acts,  1905,  relating  to  property 
exempt  from  taxation. 

Exempting  one-half  acre  of  land,  and  buildings  used  by  college  or 
university  society  for  literary  hall,  dormitory,  or  club  room,  when  not 
leased  for  profit. 

Chap.  75,  Feb.  20,  1907. 


(b)  Finance;  Lands;  Support. 

The  leading  characteristic  of  the  legislation  relating  to  the  general 
financial  policy  of  the  States  toward  their  higher  educational  institu- 
tions is  clearly  one  of  increased  liberality.  The  proposed  amendment 


HIGHER  EDUCATIONAL  INSTITUTIONS. 


261 


to  the  constitution  of  Florida  (1307)  ; the  increased  millage  for  the 
University  of  Michigan  (1320)  ; the  increased  appropriation  for  the 
University  of  Oregon  (1341)  are  representative.  While  not  classi- 
fied here,  the  general  appropriation  acts  of  nearly  all  of  the  States 
bear  out  this  conclusion  of  continued  generosity  toward  the  higher 
educational  interests. 

1303.  Alabama:  Providing  for  the  payment  of  deferred  interest  on  land  fund 
for  the  Alabama  Girls’  Industrial  School. 

Act  No.  159,  p.  235,  Feb.  28,  1907.  (Sec.  1932,  Code,  1907.) 

1304.  Arizona:  Amending  tit.  65,  Revised  Statutes,  1901,  relative  to  school 
lands. 

Amending  so  as  to  permit  and  authorize  the  board  of  education  of  the 
Tempe  Normal  School  to  take  possession  and  control  of  a certain  section 
of  school  land. 

Chap.  52,  Mar.  18,  1907. 

1305.  Colorado:  Transferring  10  per  cent  of  the  proceeds  of  the  principal  of 
the  land  fund  belonging  to  the  State  Agricultural  College  to  the  credit 
of  the  college  fund,  and  authorizing  the  expenditure  by  the  state  board 
of  agriculture  of  the  said  10  per  cent  for  the  purchase  of  lands  for  sites 
or  experimental  farms  in  connection  with  the  State  Agricultural  College. 

Chap.  221,  Apr.  3,  1907. 

1306.  Delaware:  Providing  for  the  purchase  of  a farm  for  experimental  pur- 
poses in  the  interest  of  agriculture. 

Authorizing  the  issuance  of  bonds  to  the  amount  of  $20,000 ; also  creat- 
ing a special  commission. 

Chap.  50,  Mar.  29,  1907. 

1307.  Florida:  Proposing  an  amendment  to  art.  12  of  the  state  constitution, 
1885,  relative  to  education,  by  adding  sec.  16,  providing  for  the  levy  of 
a special  tax  for  the  support  and  maintenance  of  the  University  of  the 
State  of  Florida,  the  Florida  Female  College,  the  institute  for  the  blind, 
deaf,  and  dumb,  and  the  colored  normal  school. 

Requiring  special  state  levy  of  1 mill. 

Jt.  Res.  No.  2,  p.  768,  June  3,  1907. 

1308.  Florida:  Making  appropriation  for  the  construction  and  repair  of  build- 
ings, laying  out  and  maintenance  of  grounds,  and  for  the  support  and 
maintenance  of  state  institutions  of  higher  education  created  and 
required  to  be  maintained  by  chap.  5384,  Acts,  1905,  known  as  the 
University  of  Florida,  the  Florida  Female  College,  the  institute  for  the 
blind,  deaf,  and  dumb,  and  the  colbred  normal  school ; providing  for  the 
payment  of  any  interest  deficit  on  the  3 per  cent  bonds  held  for  the 
benefit  of  any  of  said  institutions  under  the  said  act  and  the  act  of 
Congress  of  July  2,  1862,  and  for  the  payment  of  any  unpaid  debts  of 
the  institutions  abolished  or  established  under  the  act  known  as  chap. 
5384,  Acts,  1905,  aforesaid,  under  the  provisions  thereof. 

Chap.  5602  (act  No.  7),  May  30,  1907. 

1309.  Florida:  Requiring  the  state  board  of  education  to  deed  to  the  city  of 
Lake  City,  for  educational  purposes,  the  lands  held  for  and  used  by  the 
University  of  Florida,  formerly  located  at  Lake  City,  and  making  an 
appropriation  of  $15,000  to  pay  to  the  city  of  Lake  City  the  amount 
claimed  by  the  said  city  under  the  provisions  of  chap.  5384,  Acts,  1905. 

Chap.  5659  (act  No.  64),  May  27,  1907. 


262 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1310.  Idaho:  Amending  sec.  2,  p.  419,  Laws,  1905,  creating  and  establishing 
the  scientific  school  fund,  providing  that  moneys  received  into  the  state 
treasury  from  certain  sources  shall  be  placed  in  and  constitute  such  fund, 
and  appropriating  all  of  the  moneys  credited  thereto  during  the  years 
1905  and  1906  for  the  support  and  maintenance  of  the  college  or  depart- 
ment of  arts  of  the  University  of  Idaho. 

Making  perpetual  the  operation  of  said  act  after  first  Monday  of 
January,  1907. 

S.  B.  27,  p.  26,  Feb.  19,  1907. 

1311.  Idaho:  Amending  sec.  2,  p.  420,  Laws,  1905,  creating  and  establishing  the 
agricultural-college  fund,  providing  that  moneys  received  into  the  state 
treasury  from  certain  sources  shall  be  placed  in  and  constitute  such  fund, 
and  appropriating  all  of  the  moneys  credited  thereto  during  the  years 
1905  and  1906  for  the  support  and  maintenance  of  the  college  or  depart- 
ment of  arts  of  the  University  of  Idaho. 

Extending  time  of  operation  of  act  for  two  years,  or  until  first  Monday 
of  January,  1909. 

S.  B.  No.  28,  p.  27,  Feb.  19,  1907. 

1312.  Idaho:  Providing  for  the  issuance  and  sale  of  state  bonds  for  the  Uni- 
versity of  Idaho. 

Authorizing  issuance  of  $50,000  bonds  for  rebuilding  and  equipment. 
Providing  fund  by  annual  tax  levy  for  payment  of  interest  and  principal. 

H.  B.  No.  65,  p.  153,  Mar.  7,  1907. 

1313.  Idaho:  Providing  for  the  issuance  and  sale  of  state  bonds  for  the  con- 
struction of  additional  buildings  at  the  Academy  of  Idaho. 

Authorizing  issuance  of  bonds  to  the  amount  of  $21,000  and  creating 
sinking  fund. 

H.  B.  No.  79,  p.  135,  Mar.  7,  1907. 

1314.  Idaho:  Providing  for  the  issuance  and  sale  of  state  bonds  for  the  Uni- 
versity of  Idaho. 

Authorizing  issuance  of  $120,000  bonds  for  rebuilding  and  equipment. 
Providing  fund  by  annual  tax  levy  for  payment  of  interest  and  principal. 

H.  B.  No.  218,  p.  144,  Mar.  7,  1907. 

D 1315.  Idaho  (1905)  : Under  act  of  Congress,  Feb.  18,  1881,  and  the  amend- 
ment thereof,  granting  to  the  territory  72  sections  of  land  for  university 
purposes,  and  under  Admission  Act  of  Idaho  (act  July  3,  1890,  26  Stat., 
216,  c.  656),  secs.  5,  8,  constitution,  art.  9,  sec.  4,  providing  that  the  public 
school  fund  of  the  State  shall  consist  of  the  proceeds  of  such  lands  as 
have  been  granted  by  the  General  Government  and  known  as  school 
lands,  and  lands  acquired  by  gift  from  other  persons,  the  interest  on  the 
proceeds  of  such  lands  can  not  be  used  for  the  erection  or  equipment  of 
university  buildings  or  buildings  connected  therewith,  but  can  be  used 
only  in  the  support  of  said  university,  in  the  payment  of  current  expenses 
and  charges  for  conducting  the  same. — Roach  v.  Gooding,  81  P.,  642. 

1316.  Iowa:  Making  appropriation  for  the  state  college  of  agriculture  and 
mechanic  arts,  the  state  university,  and  the  state  normal  school. 

Making  fixed  annual  appropriations  for  each  of  the  several  institutions. 

Chaps.  212,  213,  214,  and  215,  Apr.  10,  1907. 

1317.  Kansas:  Repealing  sec.  9,  chap.  135,  Laws,  1873,  and  fixing  the  com- 
pensation of  the  board  of  regents  of  the  university,  of  the  state  agricul- 
tural college,  and  of  the  state  normal  school. 

Providing  that  the  members  of  such  boards  shall  receive  $5  per  day  of 
actual  employment,  and  reimbursement  for  transportation  and  hotel  ex- 
penses. 


Chap.  208,  Mar.  5,  1907. 


HIGHER  EDUCATIONAL  INSTITUTIONS. 


263 


1318.  Louisiana:  Resolving  tliat  public  boards  and  officials  shall  be  held  to 
a rigid  accountability  in  the  matter  of  their  expenditures,  and  that  in  no 
instance  are  they  authorized  to  contract  indebtedness  beyond  the  amounts 
appropriated  to  them  or  to  divert  money  appropriated  by  the  legislature 
to  one  item  of  expense  in  order  to  make  up  deficiencies  in  another ; re- 
solving further  that  the  chairman  of  the  finance  committee  of  the  sen- 
ate and  the  chairman  of  the  appropriations  committee  of  the  house  be  re- 
quested and  authorized  to  visit,  prior  to  the  next  session,  the  various 
public  institutions,  in  order  to  ascertain  their  needs  and  whether  the 
letter  and  spirit  of  these  resolutions  have  been  observed. 

Act  No.  303,  July  9,  1908. 

1319.  Michigan:  Authorizing  the  withdrawal  from  sale  of  the  agricultural 
college  lands  in  the  counties  of  Iosco  and  Alcona,  such  lands  to  be  held 
as  a forest  reserve  for  the  benefit  of  said  college,  and  defining  the  perma- 
nent use  thereof. 

Reserve  to  be  used  for  instruction  of  students  and  practice  of  forestry 
students.  Contracts  for  timber.  Fire  protection.  (See  also  act  No.  93, 
May  16,  1907.) 

Act  No.  299,  June  27,  1907. 

1320.  Michigan:  Amending  sec.  1,  act  No.  32,  Acts,  1873,  repealing  act  of 
Mar.  15,  1867  (secs.  3506  and  3507,  Compiled  Laws,  1871),  as  amended 
by  act  No.  102,  Acts,  1899,  extending  aid  to  the  university. 

Increasing  mill  tax  from  one-fourth  to  three-eighths  of  a mill. 

Act  No.  303,  June  28,  1907. 

1321.  Minnesota:  See  enactment  No. 

1322.  Mississippi : Making  an  appropriation  for  the  support,  repairs,  additional 
buildings,  improvements,  and  equipment  of  the  industrial  institute  and 
college.  • 

Conditions  imposed  upon  appropriation  for  support  fund  that  the  an- 
nual salary  for  the  president  shall  not  be  in  excess  of  $3,500,  and  that, 
from  and  after  Sept.  30,  1908,  “ the  principals  of  the  various  chairs  and 
heads  of  departments  shall  receive  the  same  salary  as  paid  in  1906.” 

Sec.  1,  chap.  7,  Mar.  17,  1908. 

1323.  Mississippi : Making  an  appropriation  for  the  support,  repairs,  additional 
buildings,  improvements,  and  equipment  of  the  agricultural  and  mechan- 
ical college. 

Conditions  imposed  upon  appropriation  for  support  fund  that  the  an- 
nual salary  of  the  president  shall  not  be  in  excess  of  $3,500,  and  that,  from 
and  after  Sept.  30,  1908,  the  principals  of  the  various  chairs  and  the 
heads  of  department  shall  receive  the  same  salary  as  paid  in  1906. 

Sec.  1,  chap.  8,  Mar.  20,  1908. 

1324.  Mississippi:  Proposing  the  reduction  of  the  salaries  of  the  chancellor 
of  the  university,  the  president  of  the  industrial  institute  and  college  and 
the  president  of  the  agricultural  and  mechanical  college. 

“ Whereas,  the  annual  salary  of  the  governor  of  the  State  of  Mississippi 
is  forty-five  hundred  dollars  ($4,500),  and 

“ Whereas,  the  annual  salaries  of  the  judges  of  the  supreme  court  of 
Mississippi  is  forty-five  hundred  dollars  ($4,500)  and 

“ Whereas,  the  maximum  salary  paid  to  any  other  state  official  is 
thirty-five  hundred  dollars  ($3,500),  and 

“ Whereas,  the  heads  of  the  above  three  named  institutions  receive  as 
annual  salaries  five  thousand  dollars  ($5,000),  forty-five  hundred  dollars 
($4,500),  and  forty-five  hundred  dollars  ($4,500)  respectively,  and 


264  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


“ Whereas,  the  head  of  each  said  institution  is  furnished  by  the  State 
an  elegant  home  for  himself  and  family,  his  salary  thereby  being  in- 
creased so  as  to  exceed-  that  paid  by  the  State  to  any  of  its  public  ser- 
vants, not  even  excepting  the  judges  of  our  supreme  court,  and 

“ Whereas,  the  salary  paid  the  heads  of  the  said  institutions  is  entirely 
out  of  proportion  to  the  responsibility  and  dignity  of  the  position  held 
when  compared  to  salaries  paid  other  public  servants, 

“ Therefore  he  it  resolved,  That  it  is  the  sense  of  the  house,  the  senate 
concurring  therein,  that  the  annual  salary  paid  to  the  heads  of  said  in- 
stitutions shall  be  as  follows: 

“The  chancellor  of  the  university,  thirty-five  hundred  dollars  ($3,500). 
“ The  president  of  the  Agricultural  and  Mechanical  College  of  Missis- 
sippi, thirty-five  hundred  dollars  ($3,500). 

“ The  president  of  the  Industrial  Institution  and  College  of  Mississippi, 
thirty-five  hundred  dollars  ($3,500).” 

H.  Con.  Res.  No.  46,  chap.  290,  Feb.  28,  1908. 

1325.  Missouri:  Authorizing  county  courts  to  establish  and  maintain  agricul- 
tural experiment  stations,  with  the  aid  and  cooperation  of  the  state  agri- 
cultural experiment  station,  and  authorizing  county  courts  to  lease  and 
purchase  land  for  the  use  of  such  stations. 

H.  B.  No.  691,  p.  206,  Mar.  18,  1907. 

D 1326.  Montana  (1906)  : Constitution,  art.  11,  see.  12,  provides  that  the  funds 
of  all  state  institutions  of  learning  shall  forever  remain  inviolate,  and 
shall  be  respectively  invested  under  such  regulations  as  may  be  prescribed 
by  law,  and  that  the  interest  from  such  invested  funds,  etc.,  shall  be  de- 
voted to  the  maintenance  and  perpetuation  of  such  respective  institutions ; 
and  laws,  1905,  p.  5,  sec.  5,  provides  that  the  state  treasurer  shall  keep 
all  moneys  derived  from  the  sale  of  timber  from  lands  granted  in  aid  of 
the  state  normal  school  in  a separate  fund,  from  which  he  shall  pay  the 
interest  on  certain  normal  school  bonds  as  it  accrues  and  the  principal  at 
maturity.  Held,  that  as  soon  as  the  treasurer  receives  any  money  from 
the  sale  of  normal  school  lands  or  timber,  payable  into  the  normal  school 
fund,  he  is  required  to  invest  the  same,  and  is  authorized  only  to  use  the 
interest  and  the  rents  from  leased  lands  for  the  maintenance  of  the 
school. — State  v.  Rice,  83  P.,  874. 

D 1327.  Montana  (1907)  : The  Montana  legislature  must  act  in  subordination 
to  the  state  constitution  in  executing  the  authority  intrusted  to  it  by 
Congress  in  enabling  act  Feb.  22,  1889,  chap.  180,  sec.  17,  25  Stat.,  676, 
which  granted  certain  public  lands  to  the  State  for  a normal  school,  to 
be  held,  appropriated,  and  disposed  of  exclusively  for  that  purpose,  in 
such  manner  as  the  legislature  should  provide.  Judgment  (Mont.,  1906) 
83  P.,  874,  afiirmed.— State  of  Montana  v.  Rice,  27  S.  Ct.,  281 ; 204  U.  S., 
291 ; 51  L.  Ed.,  490. 

1328.  Nebraska:  Appropriating  to  the  use  of  the  state  university  the  proceeds 
of  the  1-mill  university  tax  for  the  years  1907  and  1908  and  so  much 
of  the  proceeds  of  the  1-mill  university  tax  for  the  years  1905  and  1906 
as  was  not  appropriated  by  the  twenty-ninth  session  of  the  legislature. 

Chap.  151,  Apr.  9,  1907. 


D 1329.  Nebraska  (1906)  : The  money  donated  by  the  United  States  to  the 
University  of  Nebraska  by  act  of  Congress  of  March  2,  1887,  chap.  314, 
sec.  1,  24  Stat.,  440  (U.  S.  Comp.  Stat.,  1901,  p.  3218),  and  acts  supple- 
mental thereto,  known  as  the  “ experimental-station  ” fund,  may  be  ex- 
pended by  the  regents  for  the  purposes  expressed  by  the  donation  with- 
out any  more  specific  legislative  appropriation  than  that  implied  by 
constitution,  art.  8,  sec.  2,  and  contained  in  Comp.  Stat.,  1905,  chap.  87, 
sec.  19  (Cobbey’s  Ann.  Stat.,  1903,  sec.  11215). — State  v.  Searle,  109 
N.  W.,  770. 


HIGHER  EDUCATIONAL  INSTITUTIONS. 


265 


D 1330.  Nebraska  (1907)  : Comp.  Stat.,  1905,  chap.  87,  sec.  19,  providing  that 
in  the  year  1899  and  annually  thereafter  a tax  of  1 mill  on  the  dollar 
shall  be  levied  on  all  of  the  taxable  property  in  the  State,  the  proceeds 
to  constitute  a fund  for  the  maintenance  of  the  university,  was  not  re- 
pealed by  implication  of  the  general  revenue  law  of  1903  (Laws,  1903. 
1.  135,  chap.  73,  sec.  134),  authorizing  the  state  board  to  levy  a 5-mill 
tax,  if  necessary,  for  the  state  general  fund  and  1£  mills  for  the  common 
school  fund. — State  v.  Searle,  112  N.  W.,  380. 

1331.  New  Mexico:  See  enactment  No.  392. 

1332.  New  Mexico:  Providing  funds  and  making  appropriations  for  the  fifty- 
ninth  and  sixtieth  fiscal  years. 

Providing  that  members  of  the  legislative  assembly  and  the  boards  of 
county  commissioners  may  select  and  send  indigent  pupils  to  higher  edu- 
cational institutions,  prescribing  conditions,  and  appropriating  $12,500 
per  annum. 

Secs.  29-36,  chap.  89,  Mar.  21,  1907. 

1333.  North  Dakota:  See  enactment  No.  36. 

1334.  North  Dakota:  See  enactment  No.  J/27. 

1335.  North  Dakota:  Repealing  secs.  1283  and  1284,  Revised  Codes,  1905, 

relative  to  expenditures  and  transfer  of  funds  of  state  institutions,  and 
enacting  a substitute. 

Making  it  unlawful  for  boards  of  trustees,  commissioners,  directors, 
regents,  person,  or  persons  having  control  or  management  of  the  state 
institutions,  to  expend  amounts  in  excess  of  appropriation,  and  provid- 
ing for  monthly  financial  reports  to  the  governor. 

Chap.  234,  Mar.  19,  1907. 


1336.  North  Dakota:  Amending  secs.  838,  839,  840,  841,  and  842,  Revised  Codes, 
1905,  relative  to  maintenance  of  state  educational  institutions. 

Adding  the  academy  of  science  and  the  industrial  school  to  the  list  of 
state  institutions.  Reapportioning  the  amount  derived  from  the  1-mill 
tax  among  the  various  institutions : University,  thirty-three  one-hun- 
dredths (formerly  forty)  ; agricultural  college,  twenty  one-hundredths; 
Valley  City  normal  school,  fifteen  one-hundreths  (formerly  twelve)  ; 
Mayville  normal  school,  thirteen  one-hundredths  (formerly  twelve)  : 
school  for  the  deaf,  six  one-hundredths  (formerly  thirteen)  ; school  of 
forestry,  two  one-hundredths  (formerly  three)  ; academy  of  science,  four 
one-hundredths;  industrial  school,  seven  one-hundredths. 

Minor  amendments  of  manner  of  appropriation  and  time  of  payment. 

Chap.  107,  Mar.  6,  1907. 

1337.  North  Dakota:  Requiring  persons  in  charge  of  state  institutions  to  make 
annual  inventory  of  property  therein. 

Chap.  235,  Mar.  8,  1907. 

1338.  Oklahoma:  Making  an  appropriation  for  the  expenses  of  the  regents  of 
the  various  state  institutions. 

Appropriating  $5,000.  Fixing  salary  of  members  of  boards  of  regents 
of  the  several  state  institutions  at  $3  per  diem,  while  actually  engaged, 
maximum  of  five  days  in  any  month ; mileage,  3 cents. 

Chap.  5,  S.  B.  353,  p.  79,  May  22,  1908. 

1339.  Oklahoma:  Relating  to  certain  tax-levy  funds  accumulated  to  the  credit 
of  the  agricultural  and  mechanical  college. 

Appropriating  balance  for  the  payment  of  premiums  for  fire  insurance 
on  buildings. 


Chap.  5,  H.  B.  651,  p.  84,  May  26,  1908. 


266  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1340.  Oklahoma:  To  provide  for  the  division  and  distribution  of  the  income, 
rentals,  interest,  and  proceeds  from  certain  lands  among  certain  educa- 
tional institutions,  and  making  appropriations  of  such  funds  in  pursu- 
ance thereof;  designating  a name  by  which  such  fund  shall  hereafter 
be  known. 

Stipulating  basis  of  division  of  income  from  section  13  lands  among 
the  several  state  educational  institutions. 

Chap.  34,  S.  B.  232,  p.  395,  May  10,  1908. 

1341.  Oregon:  Amending  sec.  3529,  B.  and  C.,  1901,  relative  to  appropriations 
for  the  support  of  the  university. 

Increasing  permanent  annual  appropriation  from  $47,500  to  $125,000. 

Chap.  64,  Feb.  20,  1907. 

1342.  South  Dakota:  Directing  the  board  of  regents  of  education  to  make 
selections  of  state  or  school  lands  for  experimental-farm  purposes. 

Chap.  229,  Mar.  7,  1907. 

1343.  South  Dakota:  Placing  under  the  control  of  the  board  of  regents  of 
education  the  remainder  of  the  educational  and  charitable  lands  for  the 
support  of  substations  for  prosecuting  experiments  in  agriculture. 

Chap.  230,  Mar.  7,  1907. 

1344.  Tennessee:  See  enactment  No.  898. 

1344a.  Vermont:  See  enactment  No.  4 50 . 

1345.  Vermont:  Relating  to  appointment  to  scholarships  in  case  of  vacancy 
in  a senatorship. 

Authorizing  other  senator  or  senators  of  county  in  which  such  vacancy 
exists,  or  if  none,  the  governor,  to  appoint  and  designate  persons  for 
scholarships  in  Norwich  University,  University  of  Vermont,  and  Middle- 
bury  College  to  the  same  number  and  in  the  same  way  as  if  no  vacancy 
existed. 

Act  No.  61,  Dec.  18,  1906. 

1346.  Virginia:  Amending  and  reenacting  sec.  1556,  Code,  1904,  relative  to  the 
University  of  Virginia. 

University  may  not  issue  its  obligations  without  consent  of  general 
assembly. 

Chap.  257,  Mar.  13,  1908. 

1347.  Virginia : Requiring  all  eleemosynary  institutions,  hospitals,  colleges,  uni- 
versities, prisons,  and  reformatories  to  report  monthly  to  the  auditor  of 
public  accounts  in  detail  the  manner  in  which  all  funds  received  by  said 
institutions  from  the  Commonwealth  are  disbursed. 

Chap.  260,  Mar.  13,  1908. 

1348.  Virginia:  Relating  to  student’s  loan  fund. 

Permitting  State  Female  Normal  School,  the  Virginia  Agricultural  and 
Mechanical  College  and  Polytechnic  Institute,  the  Virginia  Military  In- 
stitute, the  University  of  Virginia,  and  William  and  Mary  College  to  draw 
annually  for  five  years  from  state  treasury  not  to  exceed  1 per  cent  of 
the  annual  appropriation  to  each  of  said  institutions  for  the  establish- 
ment of  a fund  to  aid  needy  students.  Conditions  of  aid. 

Chap.  284  (Genl.  Approp.),  p.  430,  Mar.  14,  1908. 

1349.  Washington:  See  enactment  No.  481. 

1350.  Washington:  See  enactment  No.  920. 

1351.  Washington:  Amending  secs.  1,  3,  4,  5,  6,  7,  9,  11,  and  13,  chap.  119, 
Laws,  1901,  creating  a state  board  of  control,  and  providing  for  the 
government,  control,  and  management  of  certain  public  institutions. 


HIGHER  EDUCATIONAL  INSTITUTIONS. 


267 


Providing  that  the  state  board  of  control  shall  visit  annually  the  state 
educational  institutions  (university  and  normal  schools)  and  examine  the 
systems  of  accounting  and  financial  management.  Power  to  prescribe 
uniform  system  of  accounting.  Reports  to  governor  (sec.  3). 

Sec.  3,  chap.  166,  Mar.  14,  1907. 

1352.  Washington:  Repealing  sundry  acts  relative  to  the  University  of  Wash- 
ington, and  creating  a state  university  permanent  fund  and  a state  uni- 
versity current  fund. 

Chap.  168,  Mar.  14,  1907. 

D 1353.  Washington  (1907)  : Act  of  Congress,  March  2,  1867,  chap.  150,  14 
Stat.,  426,  which  provides  that  “ the  legislative  assemblies  of  the  several 
territories  of  the  United  States  shall  not,  after  the  passage  of  this  act, 
grant  private  charters  or  especial  privileges,  but  they  may  by  general 
incorporation  acts  permit  persons  to  associate  themselves  together  as 
bodies  corporate  for  mining,  manufacturing,  and  other  industrial  pur- 
suits,” did  not  deprive  a territorial  legislature  of  power  in  amending  an 
existing  charter  of  an  educational  corporation  to  provide  that  its  prop- 
erty shall  be  exempted  from  taxation. — Board  of  Trustees  of  Whitman 
College  v.  Berryman,  156  F.,  112. 

Under  U.  S.  Rev.  Stat.,  sec.  1850,  providing  that  legislative  acts  of 
territories  “ shall  be  submitted  to  Congress,  and  if  disapproved  shall  be 
null  and  of  no  effect,”  where  such  an  act  has  been  on  the  statute  books 
for  many  years  without  any  expression  of  disapproval  by  Congress,  the 
implication  is  warranted  that  it  was  approved. — I lid. 

1354.  West  Virginia:  Authorizing  the  appointment  of  a select  legislative  com- 
mittee of  five  to  report  on  all  state  institutions. 

Plans  to  be  presented  for  the  grouping  of  like  institutions  under  one 
management  and  for  a uniform  system  of  accounting. 

Jt.  res.  No.  21,  p.  430,  Feb.  22,  1907. 

1355.  Wisconsin:  Amending  sec.  1,  chap.  14,  Laws,  1905  (sp.  sess.),  relative 
to  university  fund. 

Authorizing  until  1909  temporary  transfer  of  not  to  exceed  $250,000 
from  general  fund  to  university  fund. 

Sec.  2,  chap.  428,  June  27,  1907. 

D 1356.  Wyoming  (1907)  : No  particular  institutions  are  entitled  to  the 
grants  and  appropriations  made  respectively  by  act  of  Congress,  July  2, 
1862,  chap.  130,  12  Stat.,  503,  granting  lands  or  land  scrip  to  the  several 
States  for  the  endowment,  support,  and  maintenance  of  at  least  one  col- 
lege where  the  leading  object  shall  be  to  teach  agriculture  and  the 
mechanic  arts,  and  by  act  of  Congress,  Aug.  30,  1890,  chap.  841,  26  Stat., 
417  (U.  S.  Comp.  Stat.,  1901,  p.  3214),  appropriating  annually  certain 
sums  to  each  State  and  Territory  for  the  more  complete  endowment  and 
maintenance  of  such  colleges,  but  the  States  take  the  property  charged 
with  the  duty  to  devote  it  to  the  purpose  named.  Judgment  (1906)  84  P., 
90,  14  Wyo.,  318,  affirmed. — State  of  Wyoming  v.  Irvine,  27  S.  Ct.,  613;.206 
U.  S.,  278;  51  L.  Ed.,  1063. 


(c)  State  Universities  and  Colleges.® 

Of  the  legislation  relating  to  state  universities  and  colleges,  the 
following  enactments  are  selected  for  special  mention:  Alabama 


“ By  the  provisions  of  the  will  of  Col.  William  F.  Vilas,  who  died  at  Madison,  Wis., 
August  27,  1908,  the  University  of  Wisconsin  is  to  be  made  the  recipient  of  a fund  which 
will  ultimately  .amount  to  an  immense  sum— according  to  estimates,  $30,000,000.  The 
Vilas  bequest  to  a state  institution  may  be  considered  as  a memorable  event  in  the  develop- 
ment of  state  institutions  of  higher  education.  The  conditions  of  the  bequest  are  subject 
to  acceptance  by  the  legislature. 


268  STATE  SCHpOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

(13(50),  providing  for  the  better  equipment  and  support  of  the  uni- 
versity; Kentucky  (1370),  reorganizing  the  state  university;  Wash- 
ington (1388),  providing  for  buildings  for  the  university;  Wisconsin 
(1391),  abolishing  tuition  fees  in  the  law  school;  Wisconsin  (1392), 
establishing  a college  of  medicine;  and  Wisconsin  (1293,  1294),  mak- 
ing appropriations  for  special  construction  purposes  at  the  university. 

1357.  Alabama:  Providing  for  the  sale  and  other  disposition  by  the  board  of 
trustees  of  the  University  of  Alabama  of  such  lands  as  have  been  or  may 
be  selected  under  and  by  virtue  of  an  act  of  Congress  entitled  “An  act  to 
increase  the  endowment  of  the  University  of  Alabama  from  the  public 
lands  in  said  State.” 

Approved  Apr.  23,  1884,  and  ratifying  and  confirming  former  sales  and 
dispositions. 

Act  No.  191,  p.  246,  Feb.  28,  1907.  (Secs.  1886  and  1888,  Code,  1907.) 

1358.  Alabama:  Providing  for  funds  for  maintenance,  repairs,  improvements, 
apparatus,  and  additions  to  the  medical  college  of  Alabama. 

Appropriating  $45,000.  Annual  appropriation  of  $5,000  on  account  of 
free  students — one  from  each  county.  Appropriation  not  available  until 
control  of  college  becomes  vested  in  board  of  trustees  of  University  of 
Alabama. 

Act  No.  282,  p.  340,  Mar.  4,  1907. 

1359.  Alabama:  Dissolving  the  Medical  College  of  Alabama  and  constituting 
the  same  as  the  medical  department  of  the  University  of  Alabama. 

Act  No.  289,  p.  357,  Mar.  6,  1907.  (Sec.  1889,  Code,  1907.) 

1360.  Alabama:  Providing  for  the  better  equipment  and  sdpport  of  the  Univer- 
sity of  Alabama. 

“ Preamble : Whereas,  reliable  statistics  disclose  the  fact  that  the 
University  of  Alabama  is  poorly  equipped  materially  and  inadequately 
supported  financially ; and  whereas  it  is  generally  conceded  that  the 
limit  practically  of  all  development  has  been  reached  under  the  present 
meagre  equipment  and  support;  and  whereas  the  State  of  Alabama  can 
not  afford  longer  to  do  less  for  her  sons  and  daughters  than  is  done  by 
other  States  for  theirs;  therefore,  etc.” 

Making  annual  extraordinary  appropriation  of  $25,000  to  be  expended 
in  like  manner  to  regular  appropriations. 

Making  annual  appropriation  of  $100,000  for  four  years  for  improve- 
ments in  buildings. 

Act  No.  335,  p.  367,  Mar,  6,  1907.  (Secs.  1890-1892,  Code,  1907.) 

1361.  Arkansas:  Constituting  a legislative  committee  of  seven  to  investigate 
the  affairs  of  the  University  of  Arkansas. 

H.  Con.  Res.  No.  3,  p.  1259,  Feb.  12,  1907. 

1362.  Arkansas:  Amending  sec.  4271,  Kirby’s  Digest,  1904,  relative  to  the 
board  of  trustees  of  the  University  of  Arkansas. 

Making  number  of  members  (formerly  six)  equal  to  number  of  con- 
gressional districts.  Superintendent  of  public  instruction  to  be  an  ex 
officio  member. 

Act  No.  87,  Mar.  12,  1907. 

1363.  Arkansas:  Amending  act  No.  274,  Acts,  1905,  relative  to  the  sale  of  in- 
toxicating liquors  within  5 miles  of  the  University  of  Arkansas. 

Extending  application  of  act  so  as  to  include  bartering,  so  that  it  shall 
be  “ unlawful  for  any  person  to  sell,  barter,  or  give  away,  either  for  him- 
self or  another,  or  to  procure  or  purchase  for  another,  etc.” 

Increasing  penalty  so  as  to  include  imprisonment  in  addition  to  fine. 

Act  No.  278,  May  8,  1907. 


HIGHER  EDUCATIONAL  INSTITUTIONS. 


269 


13G4.  California:  Authorizing  city  of  San  Diego  to  convey  a portion  of  La 
Jolla  Park  to  regents  of  the  University  of  California  for  the  purposes 
of  a biological  station. 

Chap.  3,  Feb.  7,  1007. 

1365.  California:  Adding  art.  7 to  chap.  1,  tit.  3,  part  3,  Political  Code,  1906, 
relative  to  Hastings  College  of  Law. 

Providing  for  officers  and  their  appointment;  for  affiliation  with  the 
University  of  California ; for  the  granting  and  issuing  of  diplomas,  etc. 

Chap.  335,  Mar.  19,  1907. 

1366.  Colorado:  Amending  sec.  3449,  General  Statutes,  1883,  relative  to  the 
University  of  Colorado. 

Removing  the  requirements  for  the  maintenance  of  a normal  or  a pre- 
paratory department  after  June  1,  1907. 

Chap.  229,  Apr.  15,  1907. 

1367.  Georgia:  Providing  for  the  meeting  of  the  legislative  committees  on  the 
University  of  Georgia  and  its  branches  for  the  purpose  of  visiting  the 
various  branch  institutions  while  the  legislature  is  not  in  session. 

Con.  Res.  No.  19,  p.  1012,  Aug.  22,  1907. 

1368.  Georgia:  Providing  for  the  appointment  of  one  additional  trustee  of  the 
University  of  Georgia,  to  be  a nonresident,  native  Georgian,  and  provid- 
ing for  qualifications,  etc. 

Act  No.  478,  p.  77,  Aug.  18,  1906. 

D 1369.  Idaho  (1907)  : “The  regents  of  the  University  of  Idaho,”  created  a 
corporation  by  the  laws  of  the  Territory  and  the  constitution  of  the 
State,  is  a public  corporation  and  an  agency  of  the  State,  and  as  such  is 
not  subject  to  garnishment  in  the  absence  of  a statute  clearly  evincing 
the  purpose  of  the  legislature  to  subject  public  corporations  to  such 
process ; and  the  general  provision  that  any  “ person  ” may  be  garnished 
is  not  sufficient  for  that  purpose,  although  the  word  “ person  ” is  ex- 
pressly defined  by  the  statutes  as  including  a corporation;  such  pro- 
visions being  generally  construed  as  restricted  to  private  or  business 
corporations. — Moscow  Hardware  Co.  v.  Colson,  158  F.,  199. 

1370*.  Kentucky:  Changing  the  name  of  the  agricultural  and  mechanical  col- 
lege to  state  university;  amending  parts  of  sundry  laws  with  reference 
to  said  college,  so  as  to  make  the  whole  apply  to  said  university. 

Providing  for  the  establishment  of  departments  of  law  and  medicine. 
Modifying  conditions  of  appointment  of  student  beneficiaries.  Providing 
for  bipartisan  board  of  trustees  after  1910,  and  also  for  county  teachers’ 
examinations  for  students. 

Chap.  3,  Mar.  16,  1908. 

1371.  Louisiana.  Amending  and  reenacting  sec.  1,  act  No.  152,  Acts,  1902, 
authorizing  the  board  of'  supervisors  of  the  state  university  and  agri- 
cultural and  mechanical  college  to  determine  the  fees  of  students  or 
cadets. 

Permitting  fees  for  students  pursuing  special,  graduate,  or  profes- 
sional courses  of  study. 

Act  No.  227,  July  8,  1908. 

1372.  Minnesota:  Authorizing  regents  of  the  university  to  deed  certain  land 
to  the  United  States  Government  for  the  purposes  of  the  Weather 
Bureau  of  the  United  States  Department  of  Agriculture. 

Chap.  12,  Feb.  8,  1907.  Duplicated  by  chap.  187,  Apr.  13,  1907. 


270  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1373.  Minnesota:  Providing  for  the  care  and  management  of  Itasca  State 
Park  by  the  state  forestry  board,  and  permitting  the  maintenance 
therein  of  demonstration  work  in  forestry  under  the  direction  of  the 
board  of  regents  of  the  state  university,  and  appropriating  money 
therefor. 

Chap.  90,  Apr.  4,  1907. 

1373a.  Minnesota:  Amending  sec.  1470,  chap.  14,  Revised  Laws,  1905,  relative 
to  the  board  of  regents  of  the  university. 

Fixing  the  term  of  office  of  present  appointed  regents.  Providing  that 
hereafter  no  appointed  member,  during  the  term  for  which  he  is  ap- 
pointed, shall  hold  any  other  office,  elective  or  appointive,  under  the 
State  of  Minnesota. 

Chap.  105,  Apr.  5,  1907. 

1374.  Minnesota:  Providing  for  the  free  education  at  the  University  of  Minne- 
sota of  soldiers,  residents  of  Minnesota,  who  enlisted  in  the  United 
States  Army  or  Navy  for  the  war  of  1898  between  the  United  States 
of  America  and  the  Kingdom  of  Spain,  and  were  honorably  discharged 
therefrom. 

Such  persons  entitled  to  pursue  any  course  or  courses  without  ex- 
pense for  tuition.  Providing  for  refund  of  tuition  already  paid. 

Chap.  158,  Apr.  12,  1907. 

1375.  Minnesota.  Authorizing  board  of  regents  of  the  university  to  acquire 
property  and  erect  an  engineering  building  and  laboratory  thereon. 

Authorizing  expenditure  of  $250,000,  and  also  a state  tax  levy  of 
$175,000  annually  for  four  years. 

Chap.  359,  Apr.  23,  1907. 

1376.  Mississippi:  Making  an  appropriation  for  the  support  of  the  University 
of  Mississippi  for  the  years  1908  and  1909  and  for  buildings  and  equip- 
ment needed. 

Conditions  imposed  upon  appropriation  for  support  fund  that  the 
annual  salary  of  chancellor  shall  not  be  in  excess  of  $3,500,  and  that 
from  and  after  Sept.  30,  1908,  “ the  principals  of  the  various  chairs  and 
heads  of  departments  shall  receive  the  same  salary  as  that  paid  in  1906.” 

Sec.  1,  chap.  5,  Mar.  20,  190S. 

1377.  Nebraska:  Making  the  state  treasurer  treasurer  of  the  state  university 
and  custodian  of  its  funds,  and  defining  the  duties  of  such  treasurer. 

Chap.  147,  Mar.  27,  1907. 

1378.  Nebraska:  Repealing,  and  reenacting  with  amendments,  sec.  11216,  Cob- 
bey’s  Annotated  Statutes,  1903,  relative  to  meetings  of  the  board  of  uni- 
versity regents. 

All  meetings  of  the  board  shall  be  open  to  the  public.  Providing  for 
secret  meetings  and  sessions.  Public  records  to  be  made  and  kept  of  all 
meetings. 

Chap.  148,  Mar.  30,  1907 

1379.  Nevada:  Fixing  the  name  of  the  state  university. 

Legal  and  corporate  name  to  be  University  of  Nevada. 

Chap.  208,  Mar.  29,  1907. 

1380.  North  Carolina:  Amending  sec.  4271,  Revisal,  1905,  relative  to  vacancies 
in  board  of  trustees  df  the  University  of  North  Carolina,  by  reason  of 
nonattendance. 

Failure  to  be  present  at  the  regular  meetings  of  the  board  for  two 
(formerly  four)  successive  years  shall  operate  to  produce  vacancy. 

Chap.  828,  Mar.  8,  1907. 


HIGHER  EDUCATIONAL  INSTITUTIONS. 


271 


D 1381.  Ohio  (1904)  : The  legislature  having  legislated  with  respect  to  the 
city  of  Toledo  and  referred  to  a certain  institution  called  a “ university  ” 
in  the  city  of  Toledo,  and  the  term  “ university  ” having  been  used  by 
the  citizens  generally  and  by  the  city  legislature  as  applicable  to  such 
institution,  New  Code,  sec.  217  (96  Ohio  Laws,  p.  91),  providing  that  in 
any  municipal  corporation  having  a university  supported  by  municipal 
taxation  all  the  authority  vested  in  or  belonging  to  the  corporation  with 
respect  to  the  management  of  the  funds  transferred  to  the  corporation 
in  trust  or  otherwise  for  the  university,  as  well  as  the  government  and 
control  of  the  university,  shall  be  vested  in  and  exercised  by  a board  of 
directors,  was  applicable  to  the  city  of  Toledo,  and  hence  it  was  proper 
for  the  mayor  to  appoint  a board  of  directors  of  the  so-called  “ Toledo 
University.” — Waddick  v.  Merrell,  26  Ohio  Cir.  Ct.  R.,  437. 

1382.  Oklahoma:  Making  an  appropriation  for  the  support  and  maintenance 
of  the  state  university  for  the  year  July  1,  1908,  to  July  1,  1909.  Other 
miscellaneous  purposes. 

Approving  and  ratifying  act  of  Congress  of  Feb.  25,  1907  (34  W.  S. 
Stat.,  pt.  I,  p.  932),  granting  certain  section  of  land  to  the  University  of 
Oklahoma. 

Chap.  5,  H.  B.  693,  p.  86,  June  10,  1908. 

1383.  Oklahoma:  Amending  sec.  2,  chap.  84,  Statutes,  1893,  relative  to  the 
government  of  the  university. 

Increasing  number  of  members  of  board  of  regents  from  six  to  ten. 

Chap.  77,  S.  B.  76,  p.  669,  Dec.  21,  1907. 

D 1384.  Oklahoma  (1908)  : The  term  “public  schools,”  as  used  in  constitution, 
art.  13,  sec.  5,  providing  that  the  supervision  of  instruction  in  the  public 
schools  shall  be  vested  in  a board  of  education,  does  not  include  in  its 
meaning  the  University  of  Oklahoma. — Regents  of  University  of  Okla- 
homa v.  Board  of  Education,  95  P.,  429. 

Wilson’s  Rev.  and  Ann.  Stat.,  1903,  chap.  77,  art.  17,  providing  that 
the  government  of  the  University  of  Oklahoma  should  vest  in  a board  of 
regents,  was,  by  schedule  to  the  constitution  (sec.  2)  providing  that  all 
laws  in  force  in  the  Territory  at  the  time  of  its  admission  as  a State  not 
locally  inapplicable  shall  be  extended  to  the  State  of  Oklahoma,  extended 
to  and  put  in  force  in  the  State  until  it  expires  by  its  own  limitations  or 
is  altered  or  repealed  by  law. — Ibid. 

There  is  no  repugnancy  between  constitution,  art.  13,  sec.  5,  providing 
that  the  supervision  of  instruction  in  the  public  schools  shall  be  vested  in 
a board  of  education,  and  Wilson’s  Rev.  and  Ann.  Stat.,  1903,  chap.  77, 
art.  17,  establishing  the  University  of  Oklahoma,  and  providing  that  the 
government  of  the  university  should  vest  in  a board  of  regents. — Ibid. 

1385.  Tennessee:  Appropriating  $100,000  to  the  University  of  Tennessee  for 
the  biennium  1907-8. 

Prescribing  items  of  expenditure.  Providing  for  three  state  scholar- 
ships for  each  member  of  the  general  assembly. 

Chap.  164,  Mar.  26,  1907. 

1386.  Utah:  Amending  sec.  2309,  Revised  Statutes,  1898,  relative  to  instruction 
in  the  University  of  Utah. 

Regulating  entrance  and  tuition  fees. 

Chap.  159,  Mar.  25,  1907. 

1387.  Virginia:  Amending  and  reenacting  sec.  1541,  Code,  1904,  relative  to  the 
University  of  Virginia. 

Granting  definite  corporate  power  thereto. 

Chap.  256,  Mar.  13,  1908. 

1388.  Washington:  Providing  for  buildings  for  the  University  of  Washington 
and  the  use  thereof  by  the  Alaska- Yukon-Pacific  Exposition. 

Appropriating  $600,000  for  the  erection  of  an  administration  and  audi- 
torium, an  engineering,  and  a chemical  building.  (See  also  chap.  4, 
Feb.  4,  1907.) 

Chap.  6,  Feb.  4,  1907. 


272 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1389.  Wisconsin:  See  enactment  No.  1203. 

1390.  Wisconsin:  See  enactment  No.  1204. 

1391.  Wisconsin:  Amending  sec.  388,  Statutes,  1898,  as  amended  by  chap.  344, 
Laws,  1901,  relative  to  tuition  fees  at  the  state  university. 

Abolishing  tuition  fees  in  the  law  school. 

Chap.  105,  May  15,  1907. 

1392.  Wisconsin:  Amending  sec.  385,  Statutes,  1898,  relative  to  the  University 
of  Wisconsin. 

Authorizing  establishment  of  college  of  medicine. 

Sec.  1,  chap.  428,  June  27,  1907. 

1393.  Wisconsin:  Amending  sec.  2,  chap.  320,  Laws,  1905,  relative  to  appro- 
priations for  the  University  of  Wisconsin. 

Continuing  for  five  years  annual  appropriation  of  $200,000  for  construc- 
tion and  equipment. 

Sec.  3,  chap.  428,  June  27,  1907. 

1394.  Wisconsin:  Creating  and  adding  sec.  391n,  Statutes,  1898,  relative  to 
appropriation  for  the  University  of  Wisconsin. 

Appropriating  $100,000  annually  for  four  years  for  construction  and 
equipment  for  women’s  building.  Requiring  governor’s  approval  as  a 
condition. 

Sec.  4,  chap.  428,  June  27,  1907. 


Q.  PROFESSIONAL  AND  HIGHER  TECHNICAL  EDUCATION. 

[See  enactments  under  Section  O:  “Technical  and  Industrial  Education — Elementary  and 

Secondary.”] 


(a)  Teachers’  Colleges  and  Normal  Schools. 

[See  enactments  Nos.  898-921.] 

D 1395.  Florida  (1905)  : Laws,  1905,  chap.  5384,  is  not  unconstitutional  be- 
cause it  authorizes  the  state  board  of  education  and  the  state  board  of 
control  in  joint  session  to  determine  the  location  of  the  University  of 
the  State  of  Florida  and  of  the  Florida  Female  College,  the  powers  con- 
ferred not  being  a delegation  of  legislative  powers. — State  v.  Bryan,  39 
So.,  929. 

1396.  Georgia:  Establishing  and  organizing  an  agricultural,  industrial,  and 
normal  college  in  South  Georgia  as  a branch  of  the  University  of  Georgia. 

Providing  for  the  location  of  the  college  at  Valdosta  upon  the  dona- 
tion of  50  acres  of  land  by  tbe  city.  Providing  also  for  a board  of  trustees 
and  for  the  powers  and  duties  thereof.  College  to  be  a branch  of  the 
university. 

“ Section  9.  * * * That  the  one  purpose  of  the  normal  department 

of  this  college  shall  be  to  train  and  equip  teachers  for  the  common  schools 
of  Georgia ; Provided,  that  the  general  branches  incident  to  and  taught 
in  the  regular  course  of  the  main  higher  or  collegiate  course,  as  well  as 
the  general  agricultural  course,  be  also  taught  and  with  equal  strength 
as  the  normal  branches ; that  the  said  local  board  of  trustees  are  directed 
and  required  to  arrange  courses  of  study  and  select  teachers  with  refer- 
ence to  rendering  more  efficient  the  rural  teachers  now  in  the  schools  of 
Georgia,  and  such  others  not  now  teachers  as  may  be  preparing  for  this 
work.” 

Act  No.  449,  p.  75,  Aug.  18,  1906. 


PROFESSIONAL  EDUCATION,  ETC, 


273 


1397.  Kentucky:  Making  special  appropriation  for  the  benefit  of  the  state 
university,  the  eastern  state  normal  school,  and  the  western  state  normal 
school. 

For  additional  buildings,  equipment,  and  grounds,  $200,000  for  uni- 
versity and  $150,000  to  each  normal  school.  Additional  annual  appro- 
priations, $20,000  for  university,  $20,000  for  eastern  state  normal  school, 
and  $30,000  for  western  state  normal  school. 

Discontinuing  normal  department  of  university  and  establishing  depart- 
ment of  education  of  collegiate  rank,  entitling  holders  of  degrees  from 
such  department  to  teach  in  the  common  and  high  schools  of  the  State. 
Providing  for  teachers’  certificates  for  those  attending  for  one,  two,  or 
three  years.  Discontinuing  subfreshman  work. 

Chap.  5,  Mar.  16,  1908. 

D 1398.  Kentucky  (1907)  : Constitution,  sec.  184,  provides  that  state  bonds 
issued  in  favor  of  the  board  of  education  and  a specified  amount  of  the 
stock  of  the  Bank  of  Kentucky  shall  be  held  inviolate  for  the  sustenance 
of  the  common  school  system ; that  no  sum  shall  be  raised  for  education 
other  than  in  common  schools  until  the  question  of  taxation  is  submitted 
to  the  voters,  provided  that  “ the  taxes  now  imposed  for  educational 
purposes  and  for  the  endowment  and  maintenance  of  the  agricultural  and 
mechanical  college  shall  remain  until  changed  by  law.”  Sess.  Acts, 
1906,  p.  393,  chap.  102,  establishes  a system  of  state  normal  schools,  and 
makes  an  appropriation  for  the  benefit  of  such  schools,  the  question  of 
the  appropriation  not  having  been  submitted  to  the  voters.  Held , that 
normal  schools  being  among  the  institutions  for  which,  under  the  proviso 
of  sec.  184,  the  legislature  is  authorized  to  make  appropriations  without 
submitting  the  question  to  the  voters,  Sess.  Acts,  1906,  p.  393,  chap.  102, 
is  valid. — Marsee  v.  Hager,  101  S.  W.,  882 ; 31  Ky.  Law  Rep.,  79. 

1399.  Massachusetts:  Making  appropriations  for  the  Massachusetts  Agricul- 
tural College. 

Appropriating  $5,000  for  establishing  a normal  department,  for  the 
purpose  of  giving  instruction  in  the  elements  of  agriculture  to  persons 
desiring  to  teach  such  elements  in  the  public  schools. 

Chap.  28,  Jan.  25,  1907. 

1400.  North"  Dakota:  Amending  secs.  1050  and  1051,  Revised  Codes,  1905, 
relative  to  University  of  North  Dakota. 

Designating  the  normal  department  of  the  university  as  “ the  teachers’ 
college,”  and  prescribing  the  purpose  thereof  as  “ to  qualify  for  teaching 
in  the  common  and  high  schools.” 

Chap.  100  (in  part),  Mar.  19,  1907. 

1401.  North  Dakota:  Amending  secs.  1078,  1079,  1084,  1085,  1086,  1087,  and 
1090,  Revised  Codes,  1905,  relative  to  state  normal  schools. 

Substituting  “ president  ” for  “ principal  ” to  designate  the  head  of 
each  school.  Other  minor  amendments. 

Chap.  240,  Mar.  19,  1907. 


(b)  Agricultural  Colleges. 

[See  enactments  Nos.  1205-1212.] 

The  enactments  in  this  section  indicate  the  further  extension  and 
development  of  this  valuable  type  of  educational  institution.  While 
in  the  main  the  enactments  deal  with  matters  of  general  adminis- 
trative importance,  the  following  seem  to  be  of  larger  interest : Illinois 
(1409),  Iowa  (1410),  Louisiana  (1413),  Massachusetts  (1415a),  New 
Jersey  (1422),  New  York  (1426-1428),  Ohio  (1435),  South  Carolina 
(1438),  Tennessee  (1441),  and  Washington  (1448). 

63470—09 18 


274  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1402.  Alabama:  Amending  act  No.  187,  p.  465,  Laws,  1897,  relative  to  appro- 
priations to  and  management  of  agricultural  schools  and  experiment 
stations. 

Increasing  annual  appropriation  from  $2,500  to  $4,500  for  each  of  the 
nine  schools  and  experiment  stations. 

Annual  expenditures  for  farm  improvements  and  agricultural  experi- 
ments to  be  increased  from  $500  to  $750  for  each. 

Act  No.  146,  p.  198,  Mar.  2,  1907. 

1403.  Colorado:  Amending  secs.  26  and  53,  General  Statutes,  1883,  relative  to 
state  board  of  agriculture. 

Modifying  election,  term  of  office,  and  bonds  of  officers.  Providing  for 
method  of  payment  of  expenses  of  state  board  of  agriculture,  state  agri- 
cultural college,  and  the  experiment  station. 

Chap.  222,  Apr.  3,  1907. 


1404.  Connecticut:  See  enactment  No.  66. 

1405.  Connecticut:  Amending  sec.  4394,  General  Statutes,  1902,  concerning 
trustees  of  the  Connecticut  Agricultural  College. 

Modifying  qualifications  and  term  of  office  of  alumni  representatives 
on  board  of  trustees  and  mode  of  election. 

Alumni  trustees  to  be  graduates  of  ten  instead  of  five  years’  standing, 
and  hold  office  four  instead  of  two  years.  To  be  elected  by  “ graduates  of 
two  years’  standing.” 

Chap.  100,  May  29,  1907. 

D 1406.  Florida  (1905)  : Laws,  1905,  chap.  5384,  abolishing  the  Florida  Agri- 
tural  College,  does  not  impair  the  obligation  of  the  contract  made  by  the 
State  in  enacting  Laws,  1870,  p.  45,  chap.  1766,  and  the  acts  amendatory 
thereof,  whereby  the  State  accepted  the  conditions  and  benefits  of  the 
grant  contained  in  act  of  Congress  July  2,  1862,  chap.  130,  12  Stat.,  503, 
relating  to  the  maintenance  of  a college  for  instruction  in  agriculture. — 
State  v.  Bryan,  39  So.,  929. 

1407.  Georgia:  Making  special  appropriation  of  $100,000  to  the  University  of 
Georgia  for  the  purpose  of  erecting  and  equipping  buildings  to  be  used  as 
an  agricultural  college. 

Providing  for  board  of  trustees  and  powers  and  duties  thereof.  Five 
hundred  acres  of  land  given  by  private  individuals. 

Act  No.  358,  p.  10,  July  21,  1906. 

1408.  Georgia:  Abolishing  (Oct.  1,  1906)  the  present  board  of  trustees  of  the 
North  Georgia  Agricultural  College ; providing  a new  board  of  trustees ; 
investing  such  new  board  with  powers  for  the  control  and  management  of 
the  college;  prescribing  other  powers  and  duties. 

Act  No.  544,  p.  78,  Aug.  21,  1906. 

1409.  Illinois:  Extending  the  equipment  and  increasing  the  instruction  in  the 
college  of  agriculture  of  the  University  of  Illinois,  and  providing  for  the 
extension  of  the  agricultural  experiment  station  and  making  appropria- 
tions therefor. 

Appropriating  $152,500  for  special  enumerated  purposes. 

S.  B.  214,  p.  11,  June  4,  1907. 

1410.  Iowa:  Providing  for  agricultural  extension  work  by  the  state  college  of 
agriculture  and  mechanic  arts,  and  making  appropriations  therefor. 

Extending  and  continuing  provision  of  chap.  185,  Laws,  1906. 

Chap.  216,  Apr.  13,  1907. 

1411.  Kansas:  Concerning  fees  to  be  charged  students  in  agricultural  college. 

Chap.  32,  Mar.  7,  1907. 


PROFESSIONAL  EDUCATION,  ETC. 


275 


1412.  Louisiana:  Authorizing  the  establishment  of  a branch  station  of  the 
state  experiment  station,  designating  the  general  character  of  the  work  to 
be  done  by  said  branch  station,  and  providing  for  the  management  and 
control  of  same. 

Such  branch  station  to  be  controlled  by  state  board  of  agriculture. 

Act  No.  113,  July  1,  1908. 

1413.  Louisiana:  Establishing  a chair  of  forestry  in  the  state  university  and 
agricultural  and  mechanical  college  at  Baton  Rouge. 

Act  No.  242,  July  8,  1908. 

1*414.  Massachusetts:  See  enactment  No.  1399. 

1415.  Massachusetts:  Changing  the  name  of  the  Hatch  experiment  station  of 
the  Massachusetts  Agricultural  College  to  Massachusetts  Agricultural 
Experiment  Station. 

Chap.  66,  Feb.  5,  1907. 

1415a.  Massachusetts:  Repealing  chap.  414,  Acts,  1904,  and  enacting  a sub- 
stitute relative  to  free  scholarships  at  the  Massachusetts  Agricultural 
College. 

Establishing  120  free  scholarships  and  prescribing  conditions  therefor. 

Chap.  460,  Apr.  28,  1908.  (Dec.  1,  1908.) 

1416.  Michigan:  Authorizing  and  empowering  the  state  board  of  agriculture 
to  expend  a sum  not  to  exceed  $8,000  in  celebrating  and  commemorating 
the  fiftieth  anniversary  of  the  founding  of  the  state  agricultural  college. 

(Occasion  of  visit  of  President  Roosevelt.) 

Jt.  Res.  No.  1,  Feb.  7,  1907. 

1417.  Michigan : • Authorizing  state  board  of  agriculture  to  convey  to  United 
States  Government  a tract  of  land  to  be  used  for  the  purpose  of  erecting 
a weather  station  observatory,  or  observatory  and  post-office. 

Act  No.  94,  May  22,  1907. 

1418.  Michigan:  Providing  for  the  establishment  of  a department  of  veteri- 
nary science  at  the  agricultural  college. 

Giving  authority  for  establishment  to  state  board  of  agriculture.  Pro- 
visions for  such.  Degree  of  doctor  of  veterinary  science  to  be  granted. 

Act  No.  97,  May  22,  1907. 

1419.  Michigan:  Amending  sec.  1,  act  No.  232,  Acts,  1901,  as  amended  by  act 
No.  303,  Acts,  1905,  extending  aid  to  the  agricultural  college. 

Providing  for  appropriation  of  $26,000  during  the  biennial  period  to 
improve,  experiment  with,  and  exhibit  live  stock  and  poultry.  Authoriz- 
ing experimentation  with  soils. 

Act  No.  266,  June  27,  1907. 

1420.  Minnesota:  Prohibiting  the  sale  of  intoxicating  liquors  and  cigarettes 
within  1 mile  of  the  university  farm  of  the  agricultural  college  of  the 
university  and  providing  penalties. 

Chap.  378,  Apr.  24,  1907. 

1421.  Nevada:  Providing  for  certain  changes  in  the  control  and  management 
of  the  state  agricultural  experiment  station  farm. 

Providing  for  board  of  control  to  consist  of  three  members.  Prescrib- 
ing qualifications  and  compensation. 

Chap.  27,  Feb.  28,  1907. 

1422.  New  Jersey:  Supplementing  chap.  17,  Laws,  1902,  relative  to  the  estab- 
lishment of  a course  in  practical  and  scientific  instruction  in  the  art  of 
clay  working  and  ceramics  in  the  state  agricultural  college. 

Increasing  annual  appropriation  by  $2,500. 


Chap.  7,  Mar.  14,  1907. 


276 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1423. 


1424. 

1425. 

1426. 

1427. 

1428. 

1429. 

1430. 

1431. 

1432. 

1433. 

1434. 


New  Jersey:  Supplementing  chap.  55,  Laws,  1905,  providing  for  short 
courses  in  practical  and  scientific  agriculture  in  the  state  agricultural 
college. 

Further  appropriation  of  $50,000.  Additional  annual  appropriation  of 

$10,000. 

Chap.  43,  Apr.  12,  1907. 

New  Jersey:  Providing  for  the  furnishing  and  equipment  of  the  engineer- 
ing building  at  the  state  agricultural  college. 

Appropriating  $20,000. 

Chap.  95,  Apr.  6,  1908. 

New  Jersey:  Amending  sec.  1,  chap.  99,  Laws,  1901,  providing  for  scien- 
tific investigation  of  oyster  propagation  by  agricultural  experiment  sta- 
tion. 

Providing  for  equipment  and  increasing  annual  appropriation  from 
$200  to  $1,200. 

Chap.  189,  May  13,  1907. 

New  York:  Establishing  a state  school  of  agriculture  at  Alfred  Uni- 
versity. 

Chap.  200,  May  6,  1908. 

New  York:  Establishing  a state  school  of  agriculture  at  Morrisville. 

Chap.  201,  May  6,  1908. 

New  York:  Establishing  a state  school  of  agriculture  at  St.  Lawrence 
University. 

Chap.  202,  May  6,  1908. 

North  Carolina:  Amending  subdiv.  20,  chap.  89  (secs.  4207  to  4220), 
Revisal,  1905,  relative  to  agricultural  and  mechanical  college  (white). 

Defining  the  corporate  rights  of  the  North  Carolina  College  of  Agricul- 
ture and  Mechanic  Arts.  Reconstituting  the  board  of  trustees.  Repeal- 
ing sec.  4213,  providing  for  a board  of  visitors.  Sundry  minor  amend- 
ments. 

Chap.  406,  Feb.  26,  1907. 

North  Dakota:  Amending  sec.  1231,  Revised  Codes,  1905,  relative  to  the 
school  of  forestry. 

Object  of  school  to  be  “ to  furnish  instruction  and  training  contem- 
plated in  an  agricultural  high  school,  emphasizing  those  subjects  that 
have  a direct  bearing  on  forestry  and  horticulture.” 

Chap.  100  (in  part),  Mar.  19,  1907. 

North  Dakota:  Creating  and  establishing  an  agricultural  experiment 
station  in  Cavalier  County,  providing  for  its  management,  and  making  an 
appropriation. 

Chap.  120,  Mar.  19,  1907. 

North  Dakota:  Requiring  biennial  reports  to  be  made  by  superintend- 
ents of  subexperiment  stations  to  the  president  of  the  agricultural  college. 

Chap.  121,  Mar.  12,  1907. 


North  Dakota:  Creating  and  establishing  an  irrigation  and  dry  farming 
experiment  station  in  Williams  County,  providing  for  its  management, 
and  making  an  appropriation. 

Chap.  122,  Mar.  13,  1907. 

North  Dakota:  Making  an  annual  appropriation  ($7,500)  to  agricultural 
experiment  station  for  conducting  demonstration  farms  and  cooperating 
with  farmers. 


Chap.  178,  Mar.  5,  1907. 


PROFESSIONAL  EDUCATION,  ETC. 


277 


1435.  Ohio:  Repealing,  and  reenacting  with  amendment,  sec.  9,  act  of  May  1, 
1878,  as  amended  Mar.  16,  1894,  sec.  4105-44.  Revised  Statutes,  1905, 
relative  to  the  agricultural  and  mechanical  college. 

Removing  limitation  of  $2,500  as  the  maximum  annual  salary  for 
professors. 

H.  B.  928,  p.  602,  Apr.  15,  1908. 

1436.  Oklahoma:  Providing  for  the  organization  of  the  board  of  agriculture, 
prescribing  the  manner  of  selecting  the  president  thereof,  defining  their 
duties,  fixing  their  compensation,  and  making  an  appropriation. 

Board  of  agriculture  to  be  board  of  regents  for  agricultural  and  me- 
chanical colleges.  Providing  for  farmers’  institutes.  Appropriating 
$101,399. 

Chap.  3,  S.  B.  112,  p.  3,  Mar.  3,  1908. 

1437.  Oregon:  Amending  sec.  3541,  B.  and  C.,  1901,  relative  to  the  agricultural 
college. 

Increasing  the  continuing  fund  provided  for  the  annual  support  of  said 
college  fiom  $25,000  to  $50,000. 

Chap.  233,  Feb.  26,  1907. 

1438*.  South  Carolina:  Amending  act  (Feb.  25,  1904)  relative  to  beneficiary 
scholarships  in  the  Clemson  Agricultural  College. 

Increase  number  of  scholarships  from  124  to  164. 

Act  No.  254,  p.  538,  Feb.  19,  1907. 

1439.  South  Carolina:  Requiring  Clemson  Agricultural  and  Mechanical  Col- 
lege to  pay  to  the  board  of  directors  of  the  state  penitentiary  hire  for  all 
convicts  used. 

Act  No.  549,  Feb.  17,  1908. 

1440.  South  Dakota:  Changing  the  name  of  the  agricultural  college. 

Name  changed  to  “ State  College  of  Agriculture  and  Mechanic  Arts.” 

Chap.  12,  Mar.  5,  1907. 

1441.  Tennessee:  Creating  and  establishing  an  agricultural  and  horticultural 
experiment  station  and  model  farm  combined  in  western  Tennessee, 
providing  for  the  erection  of  proper  buildings,  and  providing  for  its 
equipment,  management,  and  operation. 

Providing  that  institution  shall  be  under  the  direction  of  the  agricul- 
tural department  of  the  University  of  Tennessee,  and  for  a commission 
for  location.  Defining  scope  of  experimental  and  instructional  work. 

Chap.  86,  Feb.  12,  1907. 

1442.  Utah:  Providing  that  instruction  in  the  agricultural  college  shall  be  free 
to  residents  of  the  State,  and  providing  for  an  entrance  fee  for  residents 
and  nonresidents. 

Chap.  109,  Mar.  14,  1907. 

1443.  Utah:  Providing  for  investigations  and  demonstrations  of  arid  land 
farming  in  various  localities  of  the  State.  Repealing  chap.  41,  Laws, 
1906. 

Work  to  be  under  direction  of  agricultural  college  and  to  be  continued 
for  four  years.  Appropriating  annually  $5,000. 

Chap.  116,  Mar.  14,  1907. 

1444.  Vermont:  Aiding  in  the  establishment  and  maintenance  of  a nursery 
for  forest  seedlings  at  the  agricultural  experiment  station. 

Annual  appropriation  of  $500  for  five  years. 

Act  No.  15,  Dec.  16,  1906. 


278 


STATE  SCHOOL  SYSTEMS  : LEGISLATION,  ETC.,  1906-8. 


1445.  Vermont:  Changing  the  name  of  the  state  agricultural  experiment  sta- 
tion, established  by  act  No.  73,  Acts,  1886,  to  the  Vermont  Agricultural 
Experiment  Station. 

Act  No.  425,  Nov.  16,  1906. 

1446.  Virginia:  Amending  and  reenacting  act  of  Feb.  18,  1896,  as  amended  by 
acts  of  Mar.  6,  1900,  and  May  20,  1903  (sec.  1599a,  Code,  1904),  relative 
to  the  protection  of  domestic  animals,  and  authorizing  and  empowering 
the  board  of  control  of  the  experiment  station  of  the  agricultural  and 
mechanical  college  to  establish  live  stock  quarantine  lines,  rules,  and 
regulations,  and  to  prescribe  penalties  for  violating  the  same.  Repealing 
secs.  2214,  2215,  and  1599a,  Code,  1904,  dealing  with  same  subject. 

Chap.  203,  Mar.  12,  1908. 

D 1447.  Virginia  (1907)  : Constitution,  sec.  183,  subsec.  “d”  [Va.  Code,  1904, 
p.  cclxvii],  held  not  to  prevent  an  agricultural  institute  from  selling  its 
surplus  agricultural  products  without  depriving  itself  of  its  exemption 
from  taxation. — Commonwealth  v.  Trustees  of  Hampton  Normal  and 
Agricultural  Institute,  56  S.  E.,  594. 

The  sale  of  articles  manufactured  at  the  Hampton  Normal  and  Agri- 
cultural Institute  in  the  market  of  Newport  News  held  not  a sale  within 
the  same  “ community  ” in  wThich  the  institute  was  located,  within  con- 
stitution, sec.  183,  subsection  “d”  [Va.  Code,  1904,  p.  cclxvii]. — Ibid. 

Neither  a dairy  farm  maintained  by  the  Hampton  Normal  and  Agri- 
cultural institute,  nor  the  products  thereof,  held  subject  to  taxation 
under  constitution,  sec.  183,  subsec.  “g”  [Va.  Code,  1904,  p.  cclxvii]. — 
Ibid. 

1448.  Washington:  Creating  the  office  of  state  commissioner  of  horticulture, 
and  providing  for  the  promotion  and  protection  of  the  fruit-growing 
and  horticultural  interests  of  the  state. 

Providing  for  annual  inspectors’  institutes  to  be  held  at  the  state  agri- 
cultural college  for  improvement  and  conference  (sec.  15). 

Providing  for  examinations  for  county  horticultural  inspectors;  tech- 
nical questions  to  be  prepared  at  state  agricultural  colleges  (sec.  19). 

Chap.  162,  Mar.  13,  1907. 

1449.  Wyoming:  Transferring  the  state  penitentiary  buildings  and  lands,  near 
Laramie,  to  the  university  for  the  use  of  the  agricultural  college. 

Appropriating  $5,000  for  additions  and  repairs. 

Chap.  11,  Feb.  9,  1907. 


(c)  United  States  Grant. 


1450.  Alabama:  Assenting  to  the  provisions  of  the  act  of  Congress  of  Mar.  16, 
1906,  providing  for  an  increased  annual  appropriation  for  agricultural 
experiment  stations. 

H.  J.  R.  No.  349,  p.  475,  July  13,  1907. 

1451.  Arizona:  (Ditto.) 

Secs.  1 and  3,  chap.  30,  Mar.  14,  1907. 

1452.  Colorado:  (Ditto.) 

Chap.  132,  Apr.  3,  1907. 

1453.  Connecticut:  (Ditto.) 

Special  act  No.  145,  May  1,  1907. 

1454.  Delaware:  (Ditto.) 

Jt.  Res.,  chap.  259,  Mar.  5,  1907. 

1455.  Florida:  (Ditto.) 

Chap.  5704  (act  No.  109),  June  3,  1907. 


279 


PROFESSIONAL  EDUCATION,  ETC. 

1456.  Georgia:  Assenting  to  the  provisions  of  the  act  of  Congress  of  Mar.  16, 
1906,  providing  for  an  increased  annual  appropriation  for  agricultural 
experiment  stations. 

Con.  Res.  No.  34,  p.  1161,  Aug.  18,  1906. 

1457.  Idaho:  ( Ditto .) 

S.  B.  29,  p.  22,  Feb.  15,  1907. 

1458.  Illinois:  (Ditto.) 

S.  B.  118,  p.  30,  May  27,  1907. 

1459.  Indiana:  (Ditto.) 

Chap.  300  (Jt.  Res.),  Mar.  12,  1907. 

1460.  Kansas:  (Ditto.) 


Jt.  Res.,  chap.  433,  Mar.  7,  1907. 

Chap.  11,  Mar.  11,  1908. 
Chap.  39,  Mar.  6,  1907. 
Chap.  101,  Apr.  4,  1907. 
Chap.  64,  Mar.  2,  1907. 
Chap.  149,  Apr.  6,  1907. 
Chap.  209,  Mar.  29,  1907. 
Chap.  13,  Mar.  7,  1907. 


1461.  Kentucky:  (Ditto.) 

1462.  Maine:  (Ditto.) 

1463.  Minnesota:  (Ditto.) 

1464.  Montana:  (Ditto.) 

1465.  Nebraska:  (Ditto.) 

1466.  Nevada:  (Ditto.) 

1467.  New  Mexico:  (Ditto.) 

1468.  North  Carolina:  (Ditto.) 

Chap.  793,  Mar.  8,  1907. 

1469.  North  Carolina:  Authorizing  agricultural  colleges  of  State  to  receive 
moneys  appropriated  by  Uhited  States  Congress,  Mar.  4,  1907. 

Chap.  991,  Mar.  11,  1907. 

1470.  Ohio:  Assenting  to  the  provisions  of  the  act  of  Congress  of  Mar.  16, 

1906,  providing  for  an  increased  annual  appropriation  for  agricultural 
experiment  stations. 

H.  Jt.  Res.  No.  109,  p.  634,  Apr.  8,  1908. 

1471.  Oklahoma:  (Ditto.) 

1472.  Pennsylvania:  (Ditto.) 

1473.  Tennessee:  (Ditto.) 

1474.  Texas:  (Ditto.) 

1475.  Utah:  (Ditto.) 

1476.  Vermont:  (Ditto.)  , 

1477.  Virginia:  Ditto.) 

1478.  Washington:  (Ditto.) 


S.  Con.  Res.  No.  45,  p.  787,  May  5,  1908. 

Act  No.  153,  May  8,  1907. 
Chap.  350,  Apr.  11,  1907. 
S.  Con.  Res.  No.  18,  p.  433,  Apr.  17,  1907. 

Chap.  27,  Mar.  11,  1907. 
Jt.  Res.  No.  458,  Act.  29,  1906. 
Chap.  26,  Feb.  8,  1908. 
Chap.  198,  Mar.  15,  1907. 


1479.  Wyoming:  (Ditto.) 


Chap.  96,  Feb.  21,  1907. 


280  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


(d)  Mining  Schools. 

1480.  North  Dakota:  Fostering  the  development  of  mineral  and  allied  in- 
dustries by  providing  for  experimentation,  encouragement,  publicity,  and 
practical  tests  under  the  direction  of  the  school  of  mines. 

Chap.  236,  Mar.  4,  1907. 

1481.  Oklahoma:  Creating  a state  school  of  mines  and  metallurgy  for  the 
purpose  of  teaching  the  scientific  knowledge  of  mining  and  metallurgy  in 
the  State  of  Oklahoma. 

Locating  school  at  Wilburton,  conditioned  upon  the  donation  of  a site 
of  40  acres  by  citizens.  Defining  purpose  of  school,  granting  power  to  con- 
fer degrees,  providing  for  control,  and  appropriating  $15,000. 

Chap.  70,  H.  B.  621,  p.  621,  May  28,  1908. 

1482.  Virginia:  Establishing  a school  of  mines  as  a department  of  the  Virginia 
Agricultural  and  Mechanical  College  and  Polytechnic  Institute. 

Appropriating  $6,000  for  equipment. 

Chap.  247,  Mar.  13,  1908. 


(e)  Military  Schools. 

D 1483.  Florida  (1905)  : Laws,  1905,  chap.  5384,  is  not  unconstitutional  or  in 
conflict  with  act  Congress  July  2,  1862,  chap.  130 ; 12  Stat.,  503,  donating 
to  the  State  a fund  for  the  establishment  of  a college  in  which  instruc- 
tion is  given  in  agriculture  and  the  mechanical  arts  and  military  tactics 
are  taught,  because  such  chapter  provides  that  the  state  board  of  educa- 
tion and  the  state  board  of  control  shall  include  military  tactics  if  they 
deem  the  same  requisite  and  proper  as  one  of  the  branches  in  the  uni- 
versity of  the  State. — State  v.  Bryan,  39  So.,  929. 

1484.  Missouri:  Repealing,  and  reenacting  with  amendments,  sec.  10562,  chap. 
171,  Revised  Statutes,  1899,  relative  to  the  military  department  of  the 
university. 

Authorizing  governor  to  appoint  ten  cadets  from  the  State  at  large. 

H.  B.  107,  p.  450,  Mar.  19,  1907. 

1485.  South  Carolina:  Authorizing  and  empowering  the  South  Carolina  Mili- 
tary Academy  to  execute  to  the  United  States  necessary  bond  for  ord- 
nance and  ordnance  stores. 

Act  No.  591,  Feb.  24,  1908. 

1486.  Tennessee:  Declaring  certain  institutions  of  learning  where  military 
science  is  taught,  and  which  grade  the  military  department  equally  with 
others  and  make  proficiency  therein  a requisite  for  securing  a diploma,  to 
be  a post  of  the  national  guard. 

Chap.  481,  Apr.  15,  1907. 

1487.  Vermont:  Amending  sec.  4373,  chap.  186,  Statutes,  1904,  relative  to 
military  organizations  of  Norwich  University. 

Extending  to  all  military  organizations  of  Norwich  University  pro- 
visions exempting  artillery  organization  of  students  from  regulations 
applying  to  state  militia. 

Raising  rank  of  professor  of  military  science  and  tactics  from  captain 
to  major. 


Act  No.  141,  Nov.  22,  1906. 


PRIVATE  HIGHER  INSTITUTIONS,  ETC. 


281 


(£)  Miscellaneous  Technical. 

1488.  Alabama:  Aiding  and  encouraging  technical  education  by  providing  for 
the  erection  and  equipment  of  buildings  and  for  increased  facilities  at  the 
Alabama  Polytechnic  Institute. 

Making  annual  appropriation  of  $56,500  for  four  years.  Specifying 
expenditure. 

Act  No.  162,  p.  236,  Mar.  2,  1907. 

1489.  North  Carolina:  Establishing  a school  of  technology  at  Spray,  and  pro- 
viding for  its  maintenance. 

Creating  and  incorporating  board  of  trustees,  designating  terms  and 
powers  of  board.  Defining  purposes  of  school ; to  be  for  white  pupils 
only.  Providing  for  annual  appropriation  for  maintenance  and  the  ap- 
pointment of  free  students. 

Chap.  858,  Mar.  9,  1907. 

1490.  Rhode  Island:  Amending  sec.  6,  chap.  67,  General  Laws,  1896,  relative 
to  state  beneficiaries  at  the  Rhode  Island  School  of  Design. 

Fixing  annual  appropriation  for  payment  of  tuition  fee  at  $8,000. 

Chap.  1445,  Apr.  19,  1907. 


R.  PRIVATE  AND  ENDOWED  HIGHER  INSTITUTIONS— STATE 

CONTROL. 

With  but  one  exception  the  enactments  in  this  section  seem  to  be 
of  minor  and  local  importance.  That  of  Ohio  (1506)  would  seem  to 
be  a move  for  the  more  efficient  control  of  degree-granting  institu- 
tions, a matter  which  is  certainly  deserving  of  attention  on  the  part 
of  many  other  legislatures. 

1491.  California:  Amending  sec.  1,  chap  9,  Statutes,  1901,  relative  to  the  ex- 
emption from  taxation  of  a portion  of  the  property  held  in  trust  for  the 
benefit  of  Leland  Stanford  Junior  University. 

Proviso  that  no  tuition  fees  shall  be  charged  residents  of  the  State 
amended  so  as  to  exclude  professional  and  engineering  courses. 

Chap.  94,  Mar.  6,  1907. 

1492.  California:  Adding  sec.  280b,  Code  of  Civil  Procedure,  1906,  relative  to 
graduates  of  the  University  of  Southern  California  college  of  law  being 
admitted  to  practice  without  examination. 

Chap.  438,  Mar.  21,  1907. 

1493.  Colorado:  Providing  for  the  relief  of  the  George  W.  Clayton  College, 
and  extending,  adding  to,  and  defining  the  powers  and  provisions’  of  the 
will  of  the  founder  in  order  to  enable  the  purposes  thereof  to  be 
carried  out. 

Extending  time  within  which  property  must  be  sold  five  years  beyond 
the  limit  set  in  the  will. 

Changing  provisions  to  meet  new  conditions  arising  from  formation  of 
city  and  county  of  Denver. 


Chap.  118,  Apr.  3,  1907. 


282  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1494.  Connecticut:-  Amending  and  revising  the  charter  of  Wesleyan  Uni- 
versity granted  May,  1831,  by  tit.  12,  Special  Acts,  1831 ; as  amended  and 
revised  June  9,  1870;  as  amended  Feb.  20,  1879;  as  amended  by  act  No. 
469,  Special  Acts,  May  26,  1893,  and  as  amended  by  act  No.  376,  Special 
Acts,  June  29,  1905. 

Number  of  trustees  increased  from  40  to  55,  and  number  elected  by 
alumni  from  5 to  10. 

Granting  privileges  and  exemptions  enjoyed  by  Yale  College.  Stipulat- 
ing that  no  denominational  test  be  imposed  on  trustees,  officers,  teachers, 
students.  Other  minor  changes. 

Special  Acts,  No.  326,  June  22,  1907. 

1495.  Indiana:  “Authorizing  universities,  colleges,  or  other  institutions  of 
learning  heretofore  organized  under  general  laws  of  the  State  of 
Indiana  or  created  by  special  charters,  or  hereafter  organized  under 
the  laws  of  the  State  of  Indiana,  to  provide  for  the  election  of  their  board 
of  trustees,  in  whole  or  in  part,  by  church  or  ecclesiastical  bodies,  in 
part  by  the  graduates  therefrom  and  in  part  by  the  board  of  trustees, 
and  to  provide  for  the  division  of  its  funds  into  separate  classes  under 
a separate  manager,  custodian,  or  treasurer  for  each  fund,  and  providing 
a method  for  effecting  such  ends.” 

Chap.  79,  Feb.  27,  1907. 

1496.  Indiana:  Permitting  the  establishment  and  incorporation  of  schools, 
academies,  colleges,  and  other  institutions  of  learning,  and  providing  for 
the  management  of  the  same. 

“ Section  5.  Any  institution  of  learning  established  under  this  act 
shall  have  the  power  to  establish  departments  of  law,  medicine,  gym- 
nastics, letters  and  science,  theory  and  practice  of  physical  training, 
anatomy,  physiology  and  hygiene,  and  such  other  departments  as 
may  be  appropriate  to  such  institution,  and  it  may  confer  academical 
degrees  and  titles  upon  the  graduates  of  any  course  of  study  provided  for 
in  said  institution.” 

Chap.  141,  Mar.  9,  1907. 

1497.  Indiana:  Providing  for  the  issuing  of  bonds  for  the  liquidation  and 
payment  of  claim  of  Vincennes  University. 

Bonds  to  the  amount  of  $120,548  to  be  issued  in  favor  of  Vincennes 
University  on  account  of  lands  granted  by  Congress  in  1804  and  appro- 
priated by  the  State  in  1820.  Vetoed  by  governor. 

Chap.  244,  Mar.  9,  1907. 

1498.  Iowa:  Amending  sec.  1304,  Code,  1897,  relative  to  exemptions  from  tax- 
ation. 

Providing  that  real  estate  owned  by  an  educational  institution  of  the 
State  as  part  of  its  endowment  fund  shall  not  be  taxed. 

Chap.  54,  Apr.  1,  1907. 

1499.  Kentucky:  Amending  act  of  Jan.  15,  1858,  changing  name  of  Bacon 
College  to  Kentucky  University,  and  amending  act  of  Feb.  28,  1865,  con- 
solidating Kentucky  University  and  Transylvania  University  under  the 
name  of  Kentucky  University. 

Name  of  Kentucky  University  changed  to  Transylvania  University  so 
as  to  avoid  confusion  with  the  State  University. 

Chap.  69,  Mar.  20,  1908. 

1500.  Maine:  Repealing  chap.  6,  Private  and  Special  Laws,  1891,  relative  to 
charter  of  Bates  College. 

Removing  requirement  of  membership  in  the  Free  Baptist  denomina- 
tion imposed  upon  the  president,  the  majority  of  the  board  of  fellows,  and 
board  of  overseers. 

Chap.  108,  Private  and  Special  Laws,  Feb.  22,  1907. 


PRIVATE  HIGHER  INSTITUTIONS,  ETC. 


283 


1501.  Michigan:  Amending  act  No.  72,  Acts,  1857,  relative  to  Wesleyan  Sem- 
inary at  Albion  and  the  Albion  Female  Collegiate  Institute. 

Incorporating  Albion  College;  providing  for  organization  and  powers 
of  board  of  trustees. 

Act  No?  79,  May  8,  1907. 

1502.  Michigan:  Relative  to  gifts  for  religious,  educational,  charitable,  and 
benevolent  purposes. 

Validating  such  gifts,  grants,  etc.,  under  certain  conditions.  Providing 
for  jurisdiction  of  oourt  and  control  through  trustee. 

Act  No.  122,  June  4,  1907. 

1503.  Minnesota:  Providing  for  the  acceptance  and  administration  of  gifts, 
bequests,  devises,  and  endowments  in  aid  of  or  for  the  benefit  of  educa- 
tional, charitable,  and  other  institutions  maintained  by  the  State. 

Chap.  170,  Apr.  12,  1907. 

1504.  New  Hampshire:  Appropriating  money  to  aid  Dartmouth  CoPege  in 
the  education  of  New  Hampshire  students. 

Appropriating  $20,000  annually  for  two  years. 

Jt.  Res.  Chap.  158,  Mar.  28,  1907. 

1505.  New  Jersey:  Supplementing  an  act  concerning  corporations.  (Revision 
of  1896.) 

Providing  for  the  dissolution  of  certain  educational  corporations  in 
order  for  all  owners  of  the  property  held  by  them  to  realize  upon  and 
secure  the  same. 

Chap.  75,  Apr.  2,  1908. 

1506*.  Ohio:  Repealing,  and  reenacting  with  amendments  and  additions,  sec. 
3726,  Revised  Statutes  (1905),  relative  to  the  conferring  of  degrees  by 
colleges  and  universities. 

Minimum  property  valuation  of  institutions  authorized  to  grant  de- 
grees increased  to  $25,000  (formerly  $5,000).  Adding  provisions  that 
degree-granting  institutions  must  present  to  secretary  of  state  certificate 
of  state  commissioner  of  common  schools  as  to  course  of  study,  equip- 
ment, number  of  students,  etc.  Charter  institutions  failing  to  file  certifi- 
cate by  June  1,  1908,  to  have  charters  revoked. 

S.  B.  591,  p.  262,  May  1,  1908. 

1507.  Pennsylvania:  Amending  act  No.  429,  Acts,  1905,  making  an  appropria- 
tion for  the  erection  of  a home  or  school  for  indigent  orphans,  to  be 
called  the  Thaddeus  Stevens  Industrial  and  Reform  School  of  Pennsyl- 
vania, in  which  school  provision  shall  be  made  for  giving  instruction  in 
reading,  writing,  arithmetic,  drawing,  duties  of  citizenship,  elementary 
manual  training,  the  elements  of  farming,  and  other  requisite  branches. 

Changing  name  from  Thaddeus  Stevens  Industrial  and  Reform  School 
of  Pennsylvania  to  Thaddeus  Stevens  Industrial  School  of  Pennsylvania. 

Act  No.  76,  Apr.  15,  1907. 

1508.  Tennessee:  Empowering  and  authorizing  boards  of  trustees  of  acade- 
emies  and  small  colleges  which  no  longer  are  used  for  the  purposes  orig- 
inally intended  to  transfer  the  properties  of  said  academies  and  small 
colleges  to  counties  and  county  boards  of  education  or  county  high  school 
boards. 


Chap.  600,  Apr.  15,  1907. 


284 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1509.  Vermont:  Amending  sec.  5,  act  No.  37,  Acts,  1834,  as  amended  by  sec.  1, 
act  No.  91,  Acts,  1866,  incorporating  and  establishing  the  Norwich  Uni- 
versity at  Norwich. 

Adding  provision  that  no  rules  of  a sectarian  character  either  in  re- 
ligion or  politics  shall  be  imposed  or  adopted,  and  that  no  student  shall 
be  questioned  or  controlled  on  account  of  religious  or  political  beliefs. 

Act  No.  350,  Nov.  19,  1906. 

1510.  Virginia:  Authorizing  and  empowering  educational  institutions  to  sell 
and  convey  real  estate  in  excess  of  1,000  acres  under  certain  conditions. 

Chap  29,  Feb.  8,  1908. 

1511.  Virginia:  Authorizing  and  empowering  the  trustees  of  Ann  Smith  Acad- 
emy, a body  corporate,  by  an  act  of  Jan.  7,  1808,  to  give,  transfer,  sell, 
convey,  or  exchange  all  of  its  property,  real  and  personal,  for  educational 
purposes. 

Chap.  170,  Mar.  11,  1908. 

1512.  West  Virginia:  Amending  the  charter  of  Storer  College  (sec.  3,  chap. 
117,  Acts,  1868,  as  amended  Feb.  23,  1883),  relative  to  board  of  trustees. 

Removing  condition  that  two-thirds  of  trustees  (25)  shall  be  members 
of  Free  Baptist  denomination. 

Chap.  46,  Feb.  20,  1907. 

1513.  Wisconsin:  Creating  sec.  1784m,  Statutes,  1898,  relative  to  the  estab- 
lishment of  corporations  for  the  maintenance  of  schools. 

Authorizing  any  university  or  college,  upon  resolution  of  board  of 
trustees  of  both  institutions,  to  receive  in  connection  with  it,  as  a branch, 
any  other  university  or  college;  also  to  manage  and  control  the  same, 
and  buy  its  property. 

Chap.  68,  May  1,  1907. 


S.  LIBRARIES. 


(a)  Public  School  Libraries. 

That  the  library  is  an  essential  part  of  the  equipment  and  activities 
of  the  public  school  is  becoming  more  and  more  recognized,  and  the 
marked  and  decided  tendency  of  recent  legislation  is  to  provide  for 
the  general  establishment  and  the  adequate  support  of  public  school 
libraries.  This  tendency  has  been  particularly  evident  in  recent 
years  in  certain  of  the  Southern  States,  and  finds  its  continuance  in 
the  biennium  just  closed  in  the  legislation  of  North  Carolina  (1518), 
South  Carolina  (1523),  and  Virginia  (1526).  The  enactments  in 
California  (1514),  in  Nebraska  (1517),  in  North  Dakota  (1519,  and 
in  Utah  (1524,  1525),  stand  out  as  bits  of  constructive  library  legis- 
lation. 

1514.  California:  Amending  secs.  1715  and  1716,  Political  Code,  1906,  relative 
to  school  libraries. 

Providing  for  greater  accessibility  of  school  libraries.  Wherever  prac- 
ticable, to  be  accessible  during  vacation  and  nonschool  days.  In  cities, 
school  library  may  be  kept  as  part  of  public  library.  School  libraries 
to  be  free  to  members  of  all  families  residing  in  the  district.  Libraries 
to  be  catalogued,  indexed,  and  classified. 

Chap.  6,  Feb.  15,  1907. 


LIBRARIES. 


285 


D1515.  Indiana  (1906)  : A school  city,  exercising  its  authority  over  the  public 
library  of  the  city  by  virtue  of  law,  has  no  right  to  complain  that  the 
management  of  the  library  has  been  taken  over  by  a board  of  trustees 
appointed  by  a majority  vote  of  the  members  of  the  common  council  as 
authorized  by  Acts,  1903,  p.  193,  chap.  102  (Burns’s  Ann.  St.  Supp.,  1905, 
secs.  49S3h  et  seq.). — School  City  of  Marion  v.  Forrest,  78  N.  E.,  187. 

1516.  Iowa:  Authorizing  boards  of  trustees  of  free  public  libraries  to  unite 
with  any  local  county  historical  association  for  the  preservation  and  pro- 
tection of  articles  of  a historical  or  an  educational  nature  gathered  by 
such  association,  and  to  expend  money  for  the  proper  care  of  such  col- 
lection. 

Additional  to  sec.  729,  Code  Supplement,  1902. 

Chap.  33,  Mar.  27,  1907. 

1517*.  Nebraska:  Providing  for  a library  in  every  public  school  district  within 
the  State. 

Providing  for  creation  of  district  library  fund  equal  annually  to  10 
cents  per  pupil.  Excepting  school  district  containing  free  public  library. 

Chap.  132,  Mar.  2,  1907. 

1518.  North  Carolina:  Amending  sec.  4177,  chap.  85,  Revisal,  1905,  relative 
to  enlargement  of  public  school  libraries. 

Providing  that  appropriations  by  county  board  of  education  shall  be 
made  from  general  school  fund  instead  of  from  district  school  fund. 

Sec.  Ik,  chap.  835,  Mar.  9,  1907. 

1519*.  North  Dakota:  Creating  a state  library  commission,  defining  its  duties, 
and  providing  for  an  appropriation  for  its  maintenance. 

Chap.  243,  Mar.  2,  1907. 

1520.  Ohio:  Repealing  sec.  3,  S.  B.  8,  p.  8,  Laws,  1902,  extra  sess.  (sec.  3998-3, 

Revised  Statutes,  1905),  authorizing  boards  of  education  to  provide 
library  privileges  for  city,  village,  and  special  school  districts. 

S.  B.  334,  p.  65,  Apr.  7,  1908. 

1521.  Pennsylvania:  Supplementing  act  No.  291,  Laws,  1895,  establishing  free 
public  libraries  in  the  several  school  districts,  except  in  cities  of  first 
and  second  classes. 

Authorizing  school  districts  of  townships  and  boroughs,  adjoining 
cities  of  third  class,  to  join  in  establishing  and  maintaining  free  public 
libraries  or  to  join  in  aiding  those  otherwise  established. 

Act.  No.  115,  May  1,  1907. 

1522.  Pennsylvania:  Providing  for  the  establishment  and  maintenance  of  free 
public  libraries,  on  a permanent  basis,  in  all'  municipalities  throughout 
the  State  (except  in  cities  of  first,  second,  and  third  classes),  town- 
ships, and  counties,  in  same  manner  as  is  now  provided  in  case  of 
boroughs. 

Tax  limited  to  1 mill. 

Act  No.  290,  June  6,  1907. 

1523.  South  Carolina:  Amending  sec.  7,  act  No.  442,  Acts,  1905,  relative  to  the 
establishment  of  libraries  in  the  public  schools  of  rural  districts. 

Permitting  state  board  of  education  to  use  unexpended  balances  to 
pay  transportation,  drayage,  etc.,  in  the  circulation  of  traveling  libraries 
and  cabinets  of  museum  specimens  donated  or  loaned  to  the  State.  Per- 
mitting also  balances  to  be  used  for  prizes  for  rural  school  improvement. 

Act  No.  447,  Feb.  25,  1908. 


286  STATE  SCHOOL  SYSTEMS*.  LEGISLATION,  ETC.,  1906-8. 


1524.  Utah:  Amending  sec.  2102,  Revised  Statutes,  1898,  relative  to  the  Utah 
School  for  the  Blind. 

Providing  for  a circulating  library  for  the  blind  of  the  State. 

Chap.  80,  Mar.  14,  1907. 

1525*.  Utah:  Amending  sec.  1815,  Revised  Statutes,  1898,  as  amended  by  chap. 
37,  Laws,  1901,  and  as  amended  by  chap.  83,  Laws,  1905,  relative  to  the 
powers  and  duties  of  district  school  boards. 

Providing  for  a public  school  library  fund  and  prescribing  the  man- 
ner in  which  the  same  shall  be  expended. 

Chap.  102,  Mar.  14,  1907. 

152G.  Virginia:  Providing  for  the  establishment  of  libraries  in  the  public 
schools  of  rural  districts,  and  appropriating  money  therefor. 

Providing  that  private  subscriptions  in  the  minimum  sum  of  $15  shall 
be  duplicated  by  appropriations  by  district  school  boards,  such  ap- 
propriations for  no  more  than  five  libraries  in  any  one  year.  Providing 
for  selection  of  books,  management  of  library,  etc.  Appropriating  $5,000. 
State  aid  of  $10  for  each  library  thus  established. 

Chap.  316,  Mar.  14,  1908. 

1527.  Wyoming:  See  enactment  No.  788. 


T.  EDUCATION  OF  DEFECTIVES. 

The  development  of  the  spirit  of  humanitarianism,  with  its  re- 
sulting influence  upon  the  public  school  system  so  as  to  provide  for 
the  education  of  the  defective  and  delinquent  classes  of  children,  is 
among  the  interesting  phenomena  of  present  day  social  and  educa- 
tional activity.  The  following  enactments,  relating  to  the  educa- 
tion of  the  deaf  and  dumb,  blind,  crippled  and  deformed,  and  feeble- 
minded are  evidence  of  the  continued  intent  of  certain  States  to 
leave  no  child  without  the.  scope  of  the  influences  of  the  public  school, 
and  are  consequently  of  a broadly  significant  character. 


(a)  General. 

1528.  North  Carolina:  Amending  chap.  89,  sec.  4199,  Revised  Laws,  1905, 

relative  to  the  relief  of  indigent  deaf  and  blind  children  attending 
school. 

Providing  for  allowance  for  clothing. 

Chap  69,  Jan.  31,  1908  (sp.  sess.). 

1529.  Vermont:  Amending  secs.  854  and  856,  Statutes,  1894,  the  latter  as 
amended  by  sec.  1,  act  No.  30,  Acts,  1898,  and  sec.  1,  act  No.  51,  Acts, 
1904,  also  secs.  858,  860,  and  861,  Statutes,  1894,  relative  to  the  instruc- 
tion of  the  deaf,  dumb,  blind,  idiotic,  feeble-minded,  or  epileptic  children 
of  indigent  parents. 

Including  deaf,  dumb,  blind,  and  epileptic  children  of  indigent  parents 
within  provisions  of  act.  Constituting  governor  as  commissioner  for 
their  instruction.  Epileptic  children  included  as  beneficiaries. 

Act  No.  55,  Nov.  9,  1906. 


EDUCATION  OF  DEFECTIVES. 


287 


1530.  Vermont:  Providing  for  further  instruction  of  the  deaf,  dumb,  blind, 
idiotic,  and  feeble-minded. 

Appropriating  for  expenditure,  under  the  direction  of  the  governor, 
an  additional  sum  of  $2,500  for  the  care,  education,  and  training  of 
deaf,  dumb,  blind,  idiotic,  feeble-minded,  or  epileptic  children  of  indigent 
parents  who  have  been  discharged  from  state  institutions. 

Act  No.  57,  Nov.  19,  1906. 


(b)  Deaf  and  Dumb. 

1531.  Alabama:  Amending  sec.  3700,  Code,  1896,  as  amended  by  sec.  3,  act  No. 
15,  p.  23,  Laws,  1901,  as  amended  by  act  No.  28,  p.  45,  Laws,  1903  (sec. 
1935,  Code,  1907),  relative  to  board  of  trustees  of  Alabama  Institute  for 
the  Deaf. 

* Modifying  in  minor  manner  size  and  constitution  of  board. 

Act  No.  801,  p.  911,  Aug.  9,  1907.  (Sec.  1935,  Code,  1907.) 

1532.  Arkansas:  Providing  for  the  support,  maintenance,  and  government  of 
the  Arkansas  Deaf  Mute  Institute. 

Defining  qualifications  of  teachers.  Prohibiting  nepotism.  Providing 
for  impartial  hearing  for  discharged  employees. 

Act  No.  316  (in  part),  May  14,  1907. 

1533.  Delaware:  Amending  sec.  4,  chap.  58,  Laws,  1875,  as  amended  by  chap. 
245,  Laws,  1899,  relative  to  period  of  extension  of  the  term  of  indigent 
deaf,  dumb,  and  blind  in  institutions  for  instruction  of  such  indigents. 

Extending  period  from  five  to  seven  years. 

Chap.  143,  Mar.  15,  1907. 

1534.  Idaho:  Repealing  act  p.  226,  Laws,  1891,  and  H.  B.  No.  69,  p.  162,  Laws 
1899,  and  H.  B.  No.  359,  p.  462,  Laws,  1899,  relative  to  the  education  of 
the  deaf,  dumb,  and  blind,  and  enacting  a substitute. 

Empowering  and  authorizing  state  board  of  education  to  make  neces- 
sary arrangements  for  the  education  of  the  deaf,  dumb,  and  blind  of  the 
State  at  the  expense  of  the  State.  Providing  for  census  of  deaf,  dumb, 
and  blind  persons.  Appropriating  $32,000. 

H.  B.  No.  142,  p.  240,  Mar.  12,  1907. 

1535.  Louisiana:  Changing  the  name  of  the  “ Louisiana  Institute  for  the  Deaf 
and  Dumb  ” to  the  “ Louisiana  State  School  for  the  Deaf.” 

Act  No.  239,  July  8,  1908. 

1536.  Michigan:  Amending  sec.  8,  act  No.  116,  Acts,  1893  (sec.  1997,  Compiled 
Laws,  1897),  relative  to  the  superintendent  of  the  Michigan  School  for 
the  Deaf. 

Requiring  superintendent  to  have  had  experience  and  knowledge  in 
the  teaching  of  deaf  children. 

Act  No.  202,  June  22,  1907. 

1537.  Minnesota:  See  enactment  No.  10 46. 

1538.  Nevada:  Amending  act  of  March  2,  1869  (secs.  1386  and  1388,  Compiled 
Laws,  1900),  relative  to  the  education  of  the  deaf  and  dumb  and  blind. 

Providing  for  arrangements  with  Utah  institutions  in  addition  to  Cali- 
fornia institutions  for  the  education  of  such  persons.  Sundry  minor 
amendments. 


Chap.  175,  Mar.  29,  1907. 


288  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  EJC.,  1906-8. 


1539.  North  Carolina:  Limiting  admission  of  deaf  children  to  the  school  for 
the  deaf  and  dumb. 

White  deaf  children  between  ages  of  8 and  23  years  of  age,  bona  fide 
residents  of  State  for  period  of  two  years,  eligible  to  free  tuition  and 
maintenance. 

Buies  for  the  admission  of  nonresidents. 

Chap.  929,  Mar.  11,  1907. 

1540.  Ohio:  Repealing  and  reenacting  with  amendments,  secs.  659,  660,  and 

661,  Revised  Statutes  (1905),  and  sec.  1,  S.  B.  87,  p.  75,  Laws,  1898  (sec. 
659-1,  Revised  Statutes,  1905),  relative  to  the  education  of  the  deaf  and 
blind. 

Changing  name  to  “ State  School  for  the  Deaf,”  and  extending  the 
time  which  pupils  may  remain  in  said  school. 

H.  B.  1038,  p.  598,  Mar.  31,  1908. 

1541.  Oklahoma:  Creating  and  establishing  a school  for  the  education  of  the 
deaf  and  dumb  of  the  state. 

Providing  for  name,  location,  purpose,  and  management  of  school. 
Also  conditions  of  admission  of  pupils. 

Chap.  70,  S.  B.  342,  p.  617,  May  14,  1908. 

1542.  Utah:  Amending  sec.  2104,  Revised  Statutes,  1898,  relative  to  the  Utah 

State  School  for  the  Deaf  and  Dumb. 

Changing  name  to  “ Utah  School  for  the  Deaf.” 

Chap.  12,  Feb.  28,  1907. 

1543.  Utah:  Amending  sec.  2117,  Revised  Statutes,  1898,  relative  to  the  educa- 
tion of  deaf  and  dumb  or  blind  children. 

Applying  provision  of  law  to  any  deaf,  mute,  or  blind  child  between 
ages  of  8 and  18  years  (formerly  any  totally  deaf,  mute,  or  blind  child 
between  ages  of  8 and  18  years).  Minor  amendments  adapting  language 
of  law  so  as  to  incorporate  changed  name  of  school  for  the  deaf  (see 
chap.  12,  enactment  No.  1542). 

Chap.  62,  Mar  14,  1907. 

1544.  Utah:  Amending  secs.  2101  and  2103,  Revised  Statutes,  1898,  relative  to 
the  school  for  the  blind. 

Adapting  language  in  accord  with  chap.  12,  Feb.  28,  1908,  changing 
name  of  school  for  deaf  and  dumb  (see  enactment  No.  1542). 

Chap.  101,  Mar.  14,  1907. 

1545.  Vermont:  Amending  secs.  863  and  864,  chap.  46,  Statutes,  1894,  relative 
to  the  instruction  of  the  deaf,  dumb,  and  blind. 

Extending  provisions  relative  to  education  of  one  or  more  blind  chil- 
dren over  14  years  of  age  in  state  institutions  to  include  deaf  and  dumb 
children.  t 

Act  No.  56,  Nov  13,  1906. 

1546.  Wisconsin:  Amending  sec.  578,  Statutes,  1898,  as  amended  by  chap.  86, 
Laws,  1903 ; also,  sec.  579a,  as  created  by  chap.  422,  Laws,  1901 ; creating 
secs.  579m  and  579n,  relative  to  the  education  of  deaf  and  dumb. 

Applying  provisions  of  acts  to  deaf  persons  (formerly,  deaf  mutes). 
Requiring  officers  of  school  districts  maintaining  day  schools  for  the 
deaf  to  report  to  state  superintendent  alone  (formerly,  state  board  of 
control  also).  Creating  surplus  fund  of  unexpended  annual  balances. 

Providing  for  compulsory  education  of  deaf  children  6 to  16  years  of 
age.  Penalties  for  violation. 


Chap.  128,  May  22,  1907. 


EDUCATION  OF  DEFECTIVES. 


289 


(c)  Blind. 

1547.  Arkansas:  Providing  for  the  support  and  maintenance  of,  and  necessary 
repairs  for  the  Arkansas  school  for  the  blind. 

Sundry  provisions  regarding  employment  and  discharge  of  teachers, 
officers,  and  employes.  Fixing  qualifications  of  teachers  (effective  Oct.  1, 
1907).  Prohibiting  nepotism. 

Act  No.  324  (in  part),  May  14,  1907. 

1548.  Delaware:  Making  provision  for  the  education  and  training  of  the  in- 
digent adult  blind  persons'  of  the  State. 

Providing  for  the  appointment  and  compensation  of  an  instructor  of 
adult  indigent  blind  persons,  and  for  the  manner  of  application  for  said 
instruction. 

Chap.  143,  Mar.  9,  1907. 

1549.  Louisiana:  Changing  the  name  of  the  “Louisiana  Institute  for  the 
Blind  ” to  the  “ Louisiana  State  School  for  the  Blind.” 

Act  No.  238,  July  8,  1908. 

1550.  Maine:  Making  appropriation  for  the  Maine  Institution  for  the  Blind. 

Appropriating  $20,000  for  1907  and  a like  sum  for  1908,  to  be  used  for 
maintenance,  and  particularly  for  giving  to  blind  persons  over  18  years  of 
w age  practical  instruction  in  some  occupation  conducive  to  self-support. 

Resolves,  chap.  14,  Feb.  6,  1907. 

1551.  Massachusetts : Amending  chap.  385,  Acts,  1906,  relative  to  the  establish- 
ment of  the  Massachusetts  commission  for  the  blind. 

Providing  that  a sum  not  to  exceed  $5,000  may  be  advanced  to  the 
commission  as  a working  capital  for  its  industries. 

Chap.  173,  Mar.  6,  1907. 

1552.  Michigan:  Amending  secs.  7 and  9,  act  No.  123,  Acts,  1893  (secs.  2015 
and  2017,  Compiled  Laws,  1897),  relative  to  admission,  dismissal,  and  at- 
tendance of  the  Michigan  School  for  the  Blind. 

Providing  for  the  transfer  of  pupils  over  18  years  of  age  to  the  Michigan 
Employment  Institution  for  the  Blind.  Providing  for  enumeration  of  blind 
children  in  school  census ; prescribing  duties  of  enumerators.  Children 
between  the  ages  of  7 and  19  years  who  are  blind,  or  whose  vision  is  so 
defective  as  to  make  it  impossible  to  have  them  properly  educated  in  the 
schools  for  the  seeing,  to  be  sent  to  the  Michigan  School  for  the  Blind. 
Exceptions.  Provisions  for  enforcement,  for  indigent  cases,  and  for  vio- 
lations. 

Act  No.  116,  May  28,  1907. 

1553.  Missouri:  Amending  sec.  7752,  art.  % chap.  118,  Revised  Statutes,  1899, 
relative  to  Missouri  School  for  the  Blind. 

Changing  the  age  limit  of  those  entitled  to  admission  (formerly  9 to 
25)  to  6 to  20.  Extending  period  of  benefits  from  8 years  to  12  years. 

H.  B.  No.  450,  p.  305,  Mar.  19,  1907. 

1554.  New  Jersey:  Authorizing  the  appointment  of  a commission  to  investigate 
and  report  upon  the  condition  of  the  blind  residents  of  the  State,  to  in- 
vestigate the  methods  by  which  other  States  provide  for  the  blind,  and 
to  recommend  remedies  by  which  the  condition  of  the  blind  in  the  State 
may  be  ameliorated. 

Jt.  Res.  No.  8,  Apr.  9,  1908. 

1555.  New  Mexico:  Amending  sec.  8,  chap.  2,  Laws,  1903,  relative  to  admission 
to  the  institute  for  the  blind. 

Raising  maximum  age  of  admission  from  21  to  25  for  the  four  suc- 
ceeding years. 

Chap.  4,  Feb.  21,  1907. 

63470—09 19 


290 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1556.  North  Carolina:  Compelling  blind  children  to  attend  school. 

Blind  children  between  7 and  17  years  of  age  to  attend  state  school  for 
blind  and  deaf.  Prescribing  duties  of  parents  and  guardians  and  fixing 
penalties  for  violations.  School  census  to  include  blind  children. 

Chap.  141,  Feb.  1,  1908  (sp.  sess.).  (Sept.  1,  1908.) 

1557.  Wisconsin:  Creating  sec.  579a,  Statutes,  1898,  relative  to  the  education 
of  the  blind. 

Providing  for  the  establishment  and  maintenance  of  schools  for  the 
blind  in  a similar  manner  to  schools  for  the  deaf  as  provided  for  by 
secs.  578,  579a,  579m,  and  579n,  Statutes  (Chap.  128,  Laws,  1907).  Au- 
thorizing state  superintendent  to  instruct  inspector  of  day  schools  for 
the  deaf  to  inspect  day  schools  for  the  blind  without  additional  com- 
pensation. 

Chap.  551,  July  10,  1907. 


(d)  Crippled  and  Deformed. 

1558.  Massachusetts : Changing  the  name  of  the  “ Massachusetts  School  and 
Home  for  Crippled  and  Deformed  Children  ” to  the  “ Massachusetts 
Hospital  School.” 

Chap.  226,  Mar.  20,  1907. 


(e)  Feeble-Minded. 


1559.  Maine:  Providing  for  the  care  and  education  of  the  feeble-minded. 

Providing  for  the  establishment  and  maintenance  of  a school,  to  be 
known  as  the  “ Maine  School  for  Feeble-Minded,”  for  the  education  and 
care  of  the  idiotic  and  feeble-minded,  6 years  of  age  and  upward,  who 
are  at  present  supported  by  towns  in  the  State,  and  who  are  capable  of 
being  benefited  by  school  instruction. 

Providing  for  trustees,  fixing  the  compensation,  and  defining  the  pow- 
ers and  duties  thereof. 

Providing  for  the  mode  of  committal  and  admittance  of  persons  to  said 
school. 

Providing  for  cost  and  for  method  of  discharge;  for  the  erection  and 
equipment  of  buildings.  Making  biennial  appropriation  of  $60,000. 

Chap.  44,  Mar.  6,  1907. 


1560. 


Massachusetts : Establishing  the  name  of  the  “ Wrentham  State  School  ” 
(school  for  feeble-minded). 

[See  chap.  508,  Acts,  1906.] 

Chap.  421,  May  16,  1907. 


1561.  North  Dakota:  Amending  secs.  1165,  1167,  1168,  1910,  1911,  and  1912, 
Revised  Codes,  1905,  relative  to  institution  for  the  feeble-minded. 

Requiring  semiannual  payment  of  $50  by  persons  legally  responsible 
for  persons  admitted.  County  to  pay  in  cases  of  indigence. 

Chap.  237,  Mar.  7,  1907. 


1562*.  Rhode  Island:  Providing  for  the  establishment,  maintenance,  manage- 
ment, and  control  of  the  Rhode  Island  School  for  thq  Feeble-Minded. 

Placing  said  school  under  the  control  of  the  state  board  of  education. 
Appropriating  $25,000  for  site  and  building.  Prescribing  powers  and 
duties  of  board  and  condition  of  admission  or  commitment. 

Requiring  the  establishment  of  a school  department  for  the  instruction 
of  persons  within  school  age  capable  of  being  benefited  and  a custodial 
department  for  others. 


Chap.  1470,  Apr.  23,  1907. 


EDUCATION  OF  DEPENDENTS  AND  DELINQUENTS. 


291 


U.  EDUCATION  OF  DEPENDENTS  AND  DELINQUENTS. 

Properly  speaking,  the  enactments  of  this  group  do  not  belong 
within  a classification  of  strictly  educational  legislation.  They  are 
included  here,  however,  as  evidences  of  the  widespread  legislative 
endeavors  to  meet  the  social  and  educational  needs  of  those  classes  of 
children  who,  under  other  circumstances,  not  only  have  the  meagerest 
educational  opportunity,  but  who  are  most  likely  to  become,  without 
control  and  education,  members  of  a nonsocial  class.  Particular  at- 
tention and  emphasis  should  be  placed  upon  the  several  enactments 
creating  or  modifying  the  juvenile  court,  which  is  generally  recog- 
nized as  having  become  a most  valuable  educational  instrumentality. 


(a)  General. 

1563.  Alabama:  Delinquent  children  and  juvenile  court  act. 

Act  No.  340,  p.  442,  Mar.  12,  1907. 

1564.  Arizona : Defining  the  powers  of  the  several  district  courts  with  reference 
to  the  care,  treatment,  and  control  of  dependent,  neglected,  incorrigible, 
and  delinquent  children  under  16  years  of  age. 

Defining  “ dependent,”  “ neglected,”  “ incorrigible,”  and  “ delinquent  ” 
children.  Providing  for  separate  sessions  of  district  courts,  for  powers 
and  procedure  of  court,  for  the  appointment  of  probation  officers,  for  con- 
ditions and  methods  of  commitment. 

Chap.  78,  Mar.  21,  1907. 

1565.  Arkansas:  Providing  for  the  better  maintenance  and  bringing  up  of 
children. 

Authorizing  county  judges  to  take  charge  of  certain  neglected  and  de- 
linquent children  between  3 and  15  years  of  age. 

Act  No.  237,  Apr.  30,  1907. 

1566.  California:  Adding  sec.  31  to  chap.  222,  Statutes,  1893,  establishing  a 
school  for  the  discipline,  education,  employment,  reformation,  and  pro- 
tection of  juvenile  delinquents,  to  be  known  as  the  “ Whittier  State 
School.” 

Providing  for  the  transfer  thereto  of  certain  boys  under  18  years  of  age 
from  the  state  prison. 

Chap.  4,  Feb.  7,  1907. 

1567.  California:  Amending  chap.  43,  Statutes,  1903,  as  amended  by  sec.  16, 
chap.  610,  Statutes,  1905,  relative  to  the  control,  protection,  and  treat- 
ment of  dependent  and  delinquent  children. 

Sundry  minor  amendments.  Provisions  concerning  establishment,  by 
municipalities  or  counties,  of  places  for  the  detention  of  dependent  and 
delinquent  children.  Providing  also  for  payment  of  expenses  of  main- 
tenance of  such  children. 

Chap.  427,  Mar.  21,  1907. 

1568*.  California:  Adding  sec.  9 to  chap.  19,  Statutes,  1880,  relative  to  the 
support  of  orphans,  half  orphans,  and  abandoned  children. 

Providing  that  the  state  series  of  school  text-books  shall  be  furnished 
to  state  institutions  for  the  support  of  such  children.  Appropriating 
$10,000  annually. 


Chap.  472,  Mar.  22,  1907. 


292  STATE  SCHOOL  SYSTEMS  I LEGISLATION,  ETC.,  1906-8. 


1569.  Colorado:  Providing  for  the  establishment  of  a juvenile  court  in  each 
county  and  in  each  municipality  known  and  designated  as  a city  and 
county  within  the  State  in  which  there  are  100,000  or  more  inhabitants. 

Prescribing  the  jurisdiction,  powers,  rights,  proceedings,  and  practice  of 
such  courts ; defining  the  rights,  powers,  duties,  and  qualifications  of  the 
judges  and  other  officers  connected  therewith;  and  providing  for  the 
maintenance  thereof. 

Chap.  149,  Apr.  3,  1907.  (May  15,  1907.) 

1570.  Colorado:  Concerning  dependent  and  neglected  children. 

Defining  terms  “dependent  child”  and  “neglected  child.”  Providing 
for  trial  of  cases  concerning  such  children  in  the  county  and  juvenile 
courts.  Prescribing  method  of  petition  for  trial,  conduct  of  hearing,  and 
regulations  concerning  commitment  of  child  to  state  home  or  adoption 
by  some  family. 

“ Section  9.  This  act  shall  be  liberally  construed  to  the  end  that  its  pur- 
pose may  be  carried  out,  to  wit : That  proper  guardianship  may  be  pro- 
vided for  in  order  that  the  child  may  be  educated  and  cared  for,  as  far  as 
practicable,  in  such  manner  as  best  subserves  its  moral  and  physical  wel- 
fare, and  as  far  as  practicable  in  proper  cases  that  the  parent,  parents,  or 
guardian  of  such  children  may  be  compelled  to  perform  their  moral  and 
legal  duty  in  the  interest  of  the  child.” 

“ Section  7.  Any  dependent  child  committed  to  the  state  home  for  de- 
pendent and  neglected  children  shall  as  to  its  care  and  disposition  by  said 
home  be  subject  to  the  provisions  of  the  act  approved  April  10,  1895,  or 
any  amendment  thereto,  establishing  said  home  for  dependent  and 
neglected  children.  This  act  shall  also  be  subjected  to  the  right  of  the 
state  bureau  of  child  and  animal  protection  to  be  appointed  guardian  of 
any  child  neglected  or  cruelly  treated  as  now  or  hereafter  provided  by 
the  laws  of  this  State.” 

Chap.  168,  Apr.  2,  1907. 

1571.  Colorado:  Amending  secs.  9,  14,  17,  and  35,  chap.  15,  Laws,  1897,  estab- 
lishing the  State  Industrial  School  for  Girls. 

Authorizing  board  of  control,  upon  proper  notice,  to  hold  the  regular 
monthly  meeting  in  Denver.  Requiring  members  to  personally  examine 
school  at  least  once  during  any  month  the  meeting  is  not  held  at  the 
school. 

Making  minor  change  in  method  of  releasing  a girl.  Empowering 
board  of  control  to  return  to  authorities  from  whom  received  any  girl 
considered  an  improper  subject  for  the  school  and  providing  other  treat- 
ment for  such  girl. 

Chap.  225,  Apr.  8,  1907. 

1572.  Delaware:  Amending  chap.  42,  Laws,  1904-5,  authorizing  the  levy  court 
of  Newcastle  County  to  pay  for  the  maintenance  of  persons  committed 
to  the  Delaware  Industrial  School  for  Girls. 

Increasing  amount  paid  for  each  person  from  25  to  40  cents  per  day. 

Chap.  136,  Mar.  14.  1907. 

1573.  Idaho:  Amending  secs.  8 and  12,  H.  B.  No.  114,  Laws,  1905,  relative  to 
the  care  of  delinquent  children. 

Reducing  penalties  for  violation  of  act.  Providing  for  the  appointment 
of  not  more  than  two  probation  officers  in  counties  having  a school  popu- 
lation of  over  5,000;  for  one  in  others. 

Boards  of  school  trustees  to  report  cases  of  truancy,  delinquency,  and 
incorrigibility  to  county  superintendent,  who  shall  report  such  cases  to 
the  judge  of  the  probate  court. 

H.  B.  No.  9,  p.  231,  Mar.  12,.  1907. 

1574.  Indiana:  Concerning  the  names,  management,  and  control  of  the  state 
benevolent,  reformatory,  and  penal  institutions,  defining  the  powers  of 
the  boards  of  trustees,  prohibiting  campaign  assessments,  and  providing 
penalties. 


EDUCATION  OF  DEPENDENTS  AND  DELINQUENTS. 


293 


Names  of  institutions  changed : 

“ Section  2.  The  name  of  the  Indiana  Industrial  School  for  Girls  is 
hereby  changed  to  the  Indiana  Girls’  School;  the  name  of  the  Indiana 
Institution  for  the  Education  of  the  Deaf  and  Dumb  is  hereby  changed 
to  the  Indiana  State  School  for  the  Deaf;  the  name  of  the  Indiana  Insti- 
tution for  the  Education  of  the  Blind  is  hereby  changed  to  the  Indiana 
School  for  the  Blind;  and  said  schools  for  the  deaf  and  for  the  blind 
shall  not  be  regarded  nor  classed  as  benevolent  or  charitable  institutions, 
but  as  educational  institutions  of  the  state  conducted  wholly  as  such.” 

Chap.  98,  Mar.  2,  1907. 

1575.  Kansas : Amending  and  supplementing  chap.  190,  Laws,  1905,  establishing 
a juvenile  court  and  providing  for  dependent  and  neglected  children. 

Providing  penalty  for  parents  or  other  persons  responsible  for  delin- 
quency, dependency,  or  neglect.  Provision  for  suspension  of  sentence  and 
the  recovery  of  forfeited  bonds.  Providing  for  the  establishment  of  a 
detention  home  or  a juvenile  farm  in  counties  having  a population  of 
more  than  20,000.  Providing  for  the  conduct  and  support  of  such. 
Providing  for  reports  of  juvenile  courts. 

Chap.  177,  Mar.  1.2,  1907. 

1576.  Kentucky:  Amending  secs.  1,  6,  8,  9,  10,  13,  14,  and  29,  chap.  18,  Laws, 
1906,  creating  and  establishing  a board  of  commissioners  to  be  known 
as  the  “ state  -board  of  control  for  charitable  institutions,”  and  prescrib- 
ing its  powers  and  duties. 

Chap.  28,  Mar.  21,  1908. 

1577.  Kentucky : Repealing  chap.  54,  Laws,  1906,  providing  for  the  punishment 
of  persons  responsible  for  or  directly  promoting  or  contributing  to  the 
conditions  that  render  a child  dependent,  neglected,  or  delinquent;  and 
enacting  a substitute. 

Chap.  60,  Mar.  19,  1908. 

1578.  Kentucky:  Repealing  chap.  64,  Laws,  1906,  relative  to  the  powers  of  the 
several  county  courts  with  reference  to  the  care,  treatment,  and  control 
of  delinquent,  neglected,  and  dependent  children,  and  enacting  a sub- 
stitute. 

Chap.  67,  Mar.  19,  1908. 


1579.  Louisiana:  See  enactment  No.  953. 

1580.  Louisiana:  Regulating  the  care,  treatment,  and  control  of  neglected  and 
delinquent  children,  17  years  of  age  and  under,  and  providing  for  the 
trial  of  adults  charged  with  the  violation  of  laws  for  the  protection  of 
the  physical,  moral,  and  mental  well-being  of  children,  or  with  desertion 
or  failure  to  support  wife  or  children ; organizing  the  juvenile  court  in 
the  parish  of  Orleans,  providing  a judge  and  officers  therefor,  and  fixing 
their  qualifications,  mode  of  election  and  appointment,  term  of  office,  and 
compensation ; providing  for  separate  sessions,  as  juvenile  courts,  of  the 
district  courts  outside  of  said  parish ; defining  the  jurisdiction  of  said 
courts  and  prescribing  the  procedure  therein ; providing  said  courts  with 
probation  officers  of  either  sex,  and  fixing  their  mode  of  appointment, 
duties,  and  powers;  providing  for  indeterminate  sentences  by  said  courts 
and  for  appeals  therefrom ; providing  for  the  investigation  of  persons 
and  institutions  utilized  by  said  courts,  and  for  the  compilation  of  sta- 
tistics respecting  their  operations ; and  providing  penalties  for  violations. 

Act  No.  83,  June  30,  1908.  (Jan.  1,  1909.) 


294  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1581.  Louisiana:  Proposing  an  amendment  to  the  constitution  ratifying  and 
carrying  into  effect  an  act  of  the  legislature  regulating  the  care  of  neg- 
lected and  delinquent  children  and  for  the  trial  of  adults  in  certain  cases, 
establishing  a juvenile  court  in  the  parish  of  Orleans,  and  providing  for 
separate  sessions,  as  juvenile  courts,  of  the  district  courts  outside  of 
said  parish,  and  making  other  provisions  cognate  thereto. 

Act  No.  245,  July  8,  1908. 

1582.  Maine:  Amending  sec.  31  and  repealing  sec.  32,  chap.  143,  Revised 
Statutes,  1903,  relative  to  the  Maine  Industrial  School  for  Girls. 

Expenses  of  clothing  and  subsistence  of  girls  to  be  paid  by  the  State 
rather  than  city  or  town  of  residence. 

Chap.  31,  Mar.  6,  1907. 

1583.  Maine:  Amending  secs.  3 and  4,  chap.  22,  Acts,  1903  (secs.  3 and  4,  chap. 
143,  Revised  Statutes,  1903),  and  repealing  sec.  5,  chap.  143,  Revised 
Statutes,  1903,  relative  to  the  State  School  for  Boys.  Repealing  pro- 
vision relative  to  notices  of  liability  to  cities  and  towns  and  to  the 
recovery  of  expenses  by  the  State. 

Expenses  of  boys  committed  to  State  School  for  Boys  to  be  paid  by 
the  State  instead  of  the  town  of  residence.  Making  annual  appropriation 
of  $4,000  for  two  years  to  defray  expenses. 

Chap.  120,  Public  Laws,  Mar.  26,  1907. 

1583a.  Maryland:  Regulating  the  importation  into  the  State  of  actual  paupers, 
vagrant,  criminal,  incorrigible,  insane,  or  helplessly  crippled  or  diseased 
children. 

Chap.  42,  p.  92,  Mar.  3,  1908. 

1584.  Massachusetts:  Providing  for  an  investigation  and  report  by  the  state 
board  of  charity  relative  to  the  establishment  of  an  industrial  school  for 
boys. 

Appropriating  $500.  Board  to  report  not  later  than  Jan.  1,  1908. 

Resolves,  chap.  121,  June  21,  1907. 

1584a.  Massachusetts : Providing  for  the  establishment  of  the  industrial  school 
for  boys. 

Chap.  639,  June  13,  1908. 

1585.  Michigan:  Amending  secs.  5 and  7,  act  No.  143,  Acts,  1903,  providing  for 
the  government,  management,  and  control  of  the  state  public  school  at 
Coldwater. 

Bringing  dependent  children  between  12  and  14  within  provisions 
of  act. 

Act  No.  301,  June  27,  1907. 

1586.  Michigan:  Providing  for  the  punishment  of  persons  responsible  for  or 
contributing  to  the  delinquency  of  children. 

Authorizing  fine  not  to  exceed  $100,  imprisonment  in  county  jail  for  not 
more  than  ninety  days,  or  both. 

Act  No.  314,  June  28,  1907. 

1587.  Minnesota:  Amending  chap.  285,  Laws,  1905,  regulating  the  treatment 
and  control  of  dependent,  neglected,  and  delinquent  children. 

Providing  for  the  establishment  of  detention  homes  and  for  their  con- 
trol. Defining  authority  of  juvenile  courts  to  place  children  in  such 
homes. 

Chap.  172,  Apr.  12,  1907. 


EDUCATION  OF  DEPENDENTS  AND  DELINQUENTS. 


295 


1588.  Minnesota:  Amending  secs.  5496,  5497,  5500,  and  5501,  Revised  Laws, 
1905,  relative  to  juvenile  offenders. 

Providing  in  counties  having  more  than  50,000  inhabitants  that  a pro- 
bation officer  shall  be  appointed  by  district  judges  (formerly,  state  board 
of  control).  Sundry  other  amendments  concerning  powers,  duties,  re- 
ports, and  compensation  of  probation  officers. 

Chap.  342,  Apr.  23,  1907. 

3589.  Missouri:  Regulating  the  treatment  and  control  of  neglected  and  delin- 
quent children,  and  providing  necessary  places  of  detention  for  such,  in 
counties  having  a population  of  100,000  and  less  than  150,000  inhabitants. 

Defining  “ neglected  ” and  “ delinquent  ” child.  Designating  a juvenile 
court,  prescribing  procedure  and  authority.  Authorizing  probation  offi- 
cers, etc. 

S.  B.  No.  463,  p.  217,  Mar.  19,  1907. 

1590.  Montana:  Concerning  dependent  and  neglected  children,  and  concerning 
the  parents,  guardians,  and  other  persons  responsible  for  the  custody, 
care,  and  maintenance  and  support  of  such  children,  and  providing  pen- 
alties. 

Defining  “ delinquent  or  neglected  child.”  Granting  jurisdiction  to 
district  courts.  Prescribing  mode  of  complaint  and  procedure.  Providing 
penalties  for  violations. 

Chap.  92,  Mar.  5,  1907. 

1591.  Montana:  Concerning  delinquent  children  or  delinquent  juvenile  persons; 
providing  for  their  apprehension,  custody,  and  disposition;  the  jurisdis- 
tion  of  courts  and  proceedings  therein ; and  concerning  the  parents,  guard- 
ians, and  other  persons  responsible  for  the  custody,  care,  education, 
maintenance,  and  control  of  such  children;  providing  for  punishments 
and  penalties. 

Chap.  126,  Mar.  6,  1907. 

1592.  Nebraska:  Repealing,  and  reenacting  with  amendments,  secs.  1,  6,  7, 9,  and 
11,  chap.  59,  Laws,  1905,  regulating  the  treatment  and  control  of  depend- 
ent, neglected,  and  delinquent  children. 

Raising  age  limits  of  such  children  and  making  sundry  minor  amend- 
ments relative  to  probation  officers  and  commitments. 

Chap.  45,  Apr.  9,  1907. 

1593.  New  Hampshire:  Repealing  secs.  24  and  25,  chap.  284,  Public  Statutes, 
1901,  and  enacting  new  sec.  24,  relative  to  industrial  schools. 

Making  the  State  instead  of  the  town  or  county  liable  for  board  and 
instruction  of  person  committed. 

Chap.  133,  Apr.  5,  1907.  (Apr.  15,  1907.) 

1594.  New  Jersey:  Providing  for  the  establishment  of  a school  and  school 
facilities  and  accommodations  in  the  state  prison. 

Requiring  board  of  inspectors  of  the  state  prison  to  establish  said 
school ; creating  a state  prison  school  board  and  placing  school  under  its 
supervision  and  control.  Prescribing  powers  and  duties.  All  teachers 
but  head  teacher  may  be  inmates. 

Chap.  65,  Apr.  15,  1907. 

1595.  New  York:  Establishing  a state  probation  commission  and  defining  its 
powers  and  duties. 

Commissioner  of  education  an  ex-officio  member  of  such  commission. 

Chap.  430,  June  6,  1907. 

1596.  North  Carolina:  Establishing  a reformatory  or  manual  training  school 
for  the  detention  and  reformation  of  the  criminal  youth  of  the  State. 

Chap.  509,  Mar.  2,  1907. 


296  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


3597.  Ohio:  See  enactment  No.  962. 

1598.  Ohio:  Repealing,  and  reenacting  with  amendments,  sundry  laws  regu- 
lating the  treatment  and  control  of  dependent,  neglected,  and  delinquent 
children. 

S.  B.,  413,  p.  192,  Apr.  24,  1908. 

1599.  Oklahoma.  Authorizing  and  establishing  state  orphan  homes  for  desti- 
tute or  dependent  white  and  colored  children,  naming  same,  and  provid- 
ing for  a superintendent  and  board  of  four  directors  for  each. 

Chap.  70,  H.  B.  671,  p.  629,  May  18,  1908. 

1600.  Oregon.  Repealing  chap.  80,  Laws,  1905,  and  enacting  a substitute  de- 
fining and  regulating  the  treatment  and  control  of  dependent,  neglected, 
and  delinquent  children. 

Providing  for  the  disposition,  care,  education,  protection,  support, 
maintenance,  and  punishment  of  such  children ; for  their  guardianship 
and  adoption;  prescribing  the  powers  and  duties  of  courts  with  refer- 
ence thereto.  Establishing  and  providing  for  the  maintenance  of  juve- 
nile courts ; prescribing  their  jurisdiction  and  powers,  and  the  procedure 
therein.  Providing  for  the  appointment  and  compensation  of  probation 
officers,  and  prescribing  their  duties  and  powers.  Providing  for  the 
supervision  and  control  of  all  corporations,  institutions,  societies,  and 
associations  receiving  children  under  the  act. 

Chap.  34,  Feb.  15,  1907. 

1601.  South  Dakota:  See  enactment  No.  1073. 

1602.  South  Dakota.  Changing  the  name  of  the  South  Dakota  Reform  School. 

Name  changed  to  “ South  Dakota  Training  School.” 

Chap.  222,  Mar.  7,  1907. 

1603.  Tennessee:  Amending  sec.  12,  chap.  516,  Laws,  1905,  relative  to  delin- 
quent children  (juvenile  court  law). 

Applying  law  to  counties  of  100,000  inhabitants  (formerly  70,000)  and 
over  by  the  Federal  census  of  1900  or  any  future  census. 

Chap.  110,  Mar.  18,  1907. 

1604.  Utah:  Repealing  sec.  4,  chap.  124,  Laws,  1903,  relative  to  dependent  and 
neglected  children,  and  chap.  117,  Laws,  1905,  relative  to  juvenile 
courts,  and  reenacting  substitute  measures. 

Providing  for  juvenile  courts,  the  title,  term  of  office,  and  compensa- 
tion of  the  judge  thereof,  for  a juvenile  court  commission  and  specifying 
its  duties,  for  clerks  of  said  court;  defining  the  jurisdiction  of  juvenile 
courts,  and  providing  for  the  jurisdiction  of  district  courts  in  certain 
cases;  defining  and  specifying  the  practice  and  procedure  of  juvenile 
courts;  providing  for  appeals  to  the  supreme  court;  providing  for  a 
reporter  for  the  juvenile  court ; defining  the  duties  of  county  attorney ; 
providing  for  probation  officers  and  their  duties  and  compensation ; 
making  disposition  of  fines  in  said  courts,  regulating  the  time  and  place 
of  holding  court  and  service  of  process. 

Chap.  139,  Mar.  25,  1907. 

1605.  Vermont:  Instructing  joint  standing  committee  on  industrial  school  at 
Vergennes  to  visit  that  institution  and  inquire  into  its  reformatory 
methods,  sanitary  conditions,  practical  workings,  and  the  repairs  needed. 

Jt.  Res.  No.  513,  Nov.  19,  1906. 

1606.  Washington:  Amending  sec.  1,  Laws,  1890,  providing  for  the  establish- 
ment and  location  of  a state  reform  school  (p.  271). 

Changing  name  from  “ State  Reform  School  ” to  “ State  Training 
School.” 

Chap.  90,  Mar.  9,  1907. 


EDUCATION  OF  DEPENDENTS  AND  DELINQUENTS. 


297 


1607.  Wisconsin:  Amending  sec.  573f,  Statutes,  1898,  relative  to  the  commit- 
ment of  neglected  children  to  the  state  public  school. 

Chap.  82,  May  4,  1907. 

1608.  Wisconsin:  Amending  sec.  4966,  Statutes,  1898,  providing  for  the  com- 
mitment of  children  to  the  industrial  schools. 

Female  as  well  as  male  children  convicted  of  a criminal  offense  may 
be  sent  to  an  industrial  school.  Maximum  age  limit  for  so  sending  fixed 
at  18  years. 

Vagrant  or  incorrigible  boys  between  ages  of  8 and  16  years  (formerly 
10  and  18)  to  be  sent  to  Wisconsin  Industrial  School  for  Boys. 

Chap.  630,  July  13,  1907. 


1609. 


Wyoming:  Providing  for  the  care  and  training  of  delinquent  children. 

Authorizing  court  in  certain  instances  to  commit  children  to  care  of 
certain  institutions  and  societies. 

Chap.  60,  Feb.  16,  1907. 


(b)  Truant  and  Detention  Schools. 

3610.  Colorado:  Providing  for  a detention  house  in  each  county,  and  in  each 
municipality  known  and  designated  as  a city  and  county,  within  the 
State,  in  which  there  are  100,000  or  more  inhabitants,  and  providing  for 
the  maintenance  thereof. 

Detention  house  to  be  erected  and  maintained  by  the  county  commis- 
sioners and  conducted  in  connection  with  the  juvenile  court;  superin- 
tendent to  be  appointed  by  the  judge  of  juvenile  court,  and  to  direct  the 
conduct  or  discipline  and  education  or  care  of  children  placed  therein. 

School  board,  upon  request  of  judge  of  court,  to  furnish  teachers, 
books,  or  appliances  for  the  proper  education  of  children  detained  and  to 
pay  the  expense  thereof. 

Chap.  170,  Apr.  2,  1907. 

1611.  Iowa:  Amending  and  adding  to  chap.  11,  Laws,  1904,  enlarging  the 
powers  of  the  district  court,  and  regulating  the  treatment  and  control 
of  dependent,  neglected,  and  delinquent  children. 

Providing  for  the  establishment,  in  counties  having  a population  of 
more  than  50,000,  of  a detention  home.  Providing  compensation  for  and 
empowering  probation  officers  for  such  counties.  Authorizing  tax  levy 
of  1 mill. 

Chap.  7,  Mar.  27,  1907. 

1611a.  Maryland:  Repealing,  and  reenacting  with  amendments,  sec.  156,  art.  77, 
Public  General  Laws,  1904,  relative  to  parental  schools  in  the  city  of 
Baltimore  and  Allegany  County. 

Chap.  241,  p.  229,  May  31,  1908. 

1612.  Massachusetts:  Changing  the  name  of  certain  truant  schools. 

Such  schools  to  be  called  “ training  schools.” 

Chap.  103,  Feb.  24,  1908. 


1613.  Minnesota:  See  enactment  No.  1587. 

1614.  Nebraska:  Authorizing  county  boards  to  make  appropriations  for  the 
establishment  and  maintenance  of  detention  homes  in  connection  with 
juvenile  courts. 


Chap.  46,  Mar.  18,  1907. 


298 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


1615.  New  Jersey:  Amending  secs.  1,  3,  and  5,  chap.  37,  Laws,  1906,  establish- 
ing schools  of  detention. 

Striking  out  clause  authorizing  such  establishment  only  in  counties 
of  150,000  population.  Constituting  such  detention  school  a special 
school  district.  Entitling  it  to  receive  apportionment  of  state  school 
funds,  and  providing  for  a board  of  directors.  Extending  scope  of  edu- 
cational activities  so  as  to  include  industrial  training,  training  for  citi- 
zenship, etc.  Providing  for  selection  and  organization  of  teaching  force. 
Permitting  counties  under  certain  conditions  to  contract  with  private 
institutions  for  the  care  of  such  dependent  and  delinquent  children,  such 
private  schools  not  to  be  regarded  as  parts  of  the  state  school  system. 

Chap.  307,  Apr.  16,  1908. 

1616.  Utah:  Providing  detention  homes  for  the  care  and  custody  of  dependent 
or  delinquent  children  16  years  of  age  or  under,  and  for  the  care,  educa- 
tion, conduct,  and  maintenance  thereof. 

Applying  to  counties  containing  cities  of  the  first  or  second  class. 

Chap.  144,  Mar.  25,  1907. 

1617.  Wisconsin:  Amending  chap.  447,  Laws,  1903,  authorizing  the  establish- 
ment of  truant  ungraded  day  schools  and  parental  boarding  schools  and 
commitments  to  such  schools  in  cities  of  the  first  class. 

Allowing  city  to  establish  such  a school  within  or  without  (formerly 
within)  the  city  limits,  or  to  contract  with  city  having  such  school.  Fix- 
ing age  limit  of  children  in  school  at  18  (formerly  16)  years.  Board  of 
education  to  appoint  officers,  teachers,  and  agents.  Providing  for  regular 
oversight  of  children  on  parole  by  parole  agents  or  teachers.  Making 
nature  of  child’s  home  a consideration  for  parole. 

Chap.  186,  June  6,  1907. 


RECENT  DECISIONS  OF  FEDERAL  AND  STATE  SUPREME 
COURTS  UPON  TOPICS  OF  CURRENT  INTEREST  IN 
PUBLIC  EDUCATION.® 


EXPLANATORY  STATEMENT. 

The  following  decisions  of  the  highest  courts  of  the  States  con- 
cerned, including  one  of  the  Supreme  Court  of  the  United  States, 
have  been  selected  for  presentation  here  primarily  by  reason  of  their 
evident  far-reaching  influence  upon  the  schools  of  the  States  in  which 
the  decisions  have  been  rendered,  in  addition  to  the  fact  that  they 
deal  with  topics  possessing  more  than  ordinary  interest  to  those  en- 
gaged in  the  work  of  public  education.  No  effort  has  been  made  to 
discuss  either  the  educational  or  the  judicial  implications  of  the 
decisions.  The  first  would  necessitate  a fairly  accurate  knowledge 
of  the  local  educational  circumstances  involved,  while  to  attempt  the 
second  would  not  only  carry  the  discussion  beyond  the  present  pur- 
pose, but  would  perhaps  evidence  presumption  on  the  part  of  a 
layman.  It  has  been  deemed  sufficient  to  present  the  facts  and 
opinion  rendered,  either  in  full  or  by  digest,  in  each  case. 


JURISDICTION  OF  STATE  DEPARTMENTS  OF  EDUCATION. 


I.  New  York. 

[People  ex  rel.  Walrath  v.  O’Brien  (Supreme  Court,  New  York,  appellate  division,  March, 
1906),  97  N.  Y.  Sup.,  1115.] 

Cochrane,  J, — The  purpose  of  this  proceeding  is  to  review  the  action  of  the 
respondents  composing  the  board  of  education  of  the  city  of  Troy  in  removing 
the  relator  from  his  position  as  principal  of  the  high  school  in  said  city,  which 
position  he  held  from  about  March  1,  1897,  until  the  time  of  his  removal  by 
the  respondents  as  aforesaid,  which  occurred  in  December,  1905. 

By  chapter  560  of  the  laws  of  1902,  which  applies  only  to  some  of  the  cities 
of  the  second  class,  including  the  city  of  Troy,  it  is  provided  among  other 
things  that  “ all  principals  shall  hold  their  positions  during  good  behavior 
and  shall  be  removable  only  for  cause,  after  a hearing,  by  the  affirmative  votes 
of  at  least  a majority  of  the  board  ” of  education. 


a For  digests  of  and  citations  to  other  decisions  relating  to  public  education,  see  Index, 
under  “ Decisions.” 


299 


300  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


The  petition  of  the  relator  herein  shows  that  charges  were  preferred  against 
him  to  the  board  of  education ; that  a hearing  on  such  charges  was  accorded  to 
him  by  said  board;  and  that  after  such  hearing  he  was  removed  as  aforesaid. 
Such  hearing  constituted  a trial,  and  the  action  of  the  board  in  removing  the 
relator  from  his  position  was  a decision  that  such  charges  were  properly  made 
and  that  they  constituted  just  cause  for  his  removal.  The  relator,  feeling 
himself  aggrieved  by  such  decision,  seeks  by  this  proceeding  to  have  it  reviewed 
by  the  court. 

Title  14  of  the  consolidated  school  law  (chapter  556  of  the  laws  of  1894)  pro- 
vides that  “ any  person  conceiving  himself  aggrieved  in  consequence  of  any 
* * * official  act  or  decision  concerning  any  other  matter  under  this  act 

or  any  other  act  pertaining  to  common  schools  may  appeal  to  the  superintendent 
of  public  instruction,  who  is  hereby  authorized  and  required  to  examine  and 
decide  the  same ; and  his  decision  shall  be  final  and  conclusive  and  not  subject 
to  question  or  review  in  any  place  or  court  whatever.”  By  the  same  title  the 
superintendent  of  public  instruction  is  given  power  in  reference  to  such  appeals 
to  make  all  orders  which  may  in  his  judgment  be  proper  or  necessary  to  give 
effect  to  his  decisions.  Chapter  40  of  the  laws  of  1904  abolishes  the  office  of 
superintendent  of  public  instruction,  but  provides  that  the  powers  and  duties 
of  his  office  shall  be  exercised  and  performed  by  the  commissioner  of  education 
therein  provided  for,  so  that  appeals  may  now  be  taken  to  the  commissioner  of 
education  in  the  same  cases  where  before  the  enactment  of  the  last-mentioned 
statute  such  appeals  might  have  been  taken  to  the  superintendent  of  public 
instruction. 

The  relator  herein  concedes  that  the  public  schools  of  Troy,  including  the 
Troy  High  School,  are  common  schools  and  that  chapter  560  of  the  laws  of 
1902,  above  referred  to,  relating  to  cities  of  the  second  class,  including  the  city 
of  Troy,  is  an  act  pertaining  to  common  schools. 

It  thus  appears  that  the  relator,  if  aggrieved,  may  have  complete  and  ample 
redress  by  an  appeal  to  the  commissioner  of  education,  and  as  no  statute  to 
which  we  are  referred  authorizes  a writ  of  certiorari  in  a case  like  this,  section 
2122  of  the  Code  of  Civil  Procedure  applies,  which,  so  far  as  pertinent  to  this 
case,  is  as  follows : “ Except  as  otherwise  expressly  prescribed  by  a statute,  a 
writ  of  certiorari  can  not  be  issued  * * * where  the  determination  can  be 

adequately  reviewed  by  an  appeal  to  a court  or  to  some  other  body  or  officer.” 

The  determination  of  the  board  of  education  which  the  relator  complains  of 
can  be  adequately  reviewed  by  the  state  commissioner  of  education,  and  hence 
the  relator  is  not  at  liberty  to  avail  himself  of  a writ  of  certiorari,  and  the 
order  quashing  such  writ,  which  had  previously  been  allowed,  was  properly 
granted. 

The  order  must  be  affirmed,  with  $10  costs  and  disbursements. 


Note. — The  following  decision  of  the  commissioner  of  education  of  New  York  (April  9, 
1906)  in  the  foregoing  case  is  also  presented  in  order  to  display  the  complete  circum- 
stances relating  to  the  above  case  : 

[New  York  State  Education  Department.  In  the  matter  of  the  appeal  of  Martin  H. 
Walrath  v.  The  Board  of  Education  of  the  City  of  Troy.] 

By  the  Commissioner. — This  is  an  appeal  from  the  action  of  the  board  of 
education  of  the  city  of  Troy  in  removing  appellant  from  the  position  of  princi- 
pal of  the  high  school.  The  action  of  the  board  was  based  upon  charges  made 
by  the  superintendent  of  schools.  The  charges  were  served  upon  the  appellant 
November  23,  1905,  when  he  was  notified  that  his  trial  would  be  held  before  the 
board  November  27,  1905.  At  that  time  the  investigation  proceeded;  the  cor- 
poration counsel  attended  and  prosecuted  the  charges  and  the  appellant  was 
attended  by  counsel;  adjournments  were  had  from  day  to  day  and  the  testi- 
mony was  taken  at  much  length.  On  December  4,  1905,  the  board  voted  that 
the  appellant  had  been  found  guilty,  without  specifying  the  particular  offenses 
of  which  he  was  found  guilty,  and  that  he  should  be  dismissed  from  his  position 
forthwith. 

Section  245  of  the  charter  of  cities  of  the  second  class,  of  which  Troy  is  one, 
provides,  among  other  things,  as  follows : “All  principals  shall  hold  their  posi- 
tions during  good  behavior  and  shall  be  removable  only  for  cause,  after  a hear- 
ing, by  the  affirmative  votes  of  at  least  a majority  of  the  board.” 

The  appellant  is  a graduate  of  Syracuse  University  in  the  class  of  1889,  and 
had  been  principal  of  the  Troy  High  School  since  March  1,  1897. 


RECENT  SUPREME  COURT  DECISIONS. 


301 


The  charges  were  made  by  Mr.  Edwin  S.  Harris,  the  superintendent  of  the 
Troy  schools  since  September,  1904.  They  were  made  at  the  instance  of  the 
board,  although  the  proceedings  clearly  show  that  the  superintendent  himself 
was  an  active  agent  in  preparing  and  proving  them.  They  were  drawn  by  the 
corporation  counsel  upon  information  supplied  by  the  superintendent,  and  they 
were  signed  and  verified  by  the  superintendent.  They  alleged  incompetency ; 
neglect  of  duty;  disobedience  of  the  rules,  requirements,  and  directions  of  the 
board  of  education  and  of  the  superintendent  of  schools;  maladministration 
and  misconduct  in  office;  conduct  unbecoming  a teacher  and  principal  of  a high 
school ; and  asserted  that  the  things  complained  of  were  done  or  omitted  inten- 
tionally, willfully,  and  maliciously. 

The  specifications  set  forth  twelve  instances  of  alleged  misdeeds  or  failure  to 
perform  the  duties  of  appellant’s  position.  Stripped  of  legal  verbiage,  these 
were  as  follows: 

1.  Failure  to  assign  a teacher  to  the  head  of  the  modern-language  depart- 
ment after  she  had  been  appointed  thereto  by  the  board. 

2.  Refusal  for  some  days  to  assign  another  teacher  to  work  in  mathematics 
after  her  appointment  thereto  by  the  board. 

3.  Criticism  of  the  board  for  the  foregoing  appointments. 

4.  Hindering  the  employees  of  the  department  of  public  works  from  making 
certain  changes  at  the  high  school,  directed  by  the  board  of  education. 

5.  Failure  to  report  a list  of  the  students  of  the  high  school  and  the  number 
of  school  credits  granted  to  each,  as  well  as  the  number  claimed  by  each,  not- 
withstanding the  directions  of  the  board. 

6.  7,  8.  Failure  to  maintain  discipline  of  pupils  on  several  named  occasions 
and  to  report  thereupon,  although  directed  to  do  so. 

9.  Failure  to  keep  accurate  records  of  work  and  credits  of  students. 

10.  Untrue  and  inaccurate  reports  of  work  and  credits  of  students. 

11.  Failure  to  make  true  and  accurate  reports  of  the  attendance  of  nonresi- 
dent students. 

12.  Unjust,  improper,  and  malicious  criticism  of  the  board  and  the  super- 
intendent. 

The  answer  of  the  appellant  denied,  severally  and  specifically,  the  charges  of 
the  superintendent,  adding  what  the  principal  claimed  were  explanations  of 
certain  facts  brought  out  by  the  allegations  made  against  him. 

At  the  hearing  before  the  board  the  main  witnesses  were  the  superintendent 
and  the  principal.  Of  the  429  pages  of  the  record,  their  testimony  fills  299 
pages.  The  proof  of  the  charges  rests  almost  exclusively  upon  the  testimony 
of  Mr.  Harris,  the  superintendent.  But  one  other  witness  was  called  to  sus- 
tain the  allegations,  and  he  upon  but  one  unimportant  matter.  The  conten- 
tions of  the  principal  are  corroborated  here  and  there  by  the  testimony  of 
several  teachers  in  the  high  school  and  by  others. 

The  commissioner  of  education  has  read,  and  heard  able  counsel  upon,  and 
reflected  upon  this  testimony.  Though  probably  not  bound  to  be  limited  by  the 
record,  he  has  been.  There  has  been  no  desire  to  take  over  the  functions  of 
the  board  of  education  or  to  substitute  the  discretion  of  the  commissioner  for 
that  of  the  board.  If  the  weight  of  evidence  seemed  nearly  balanced,  and  the 
judges  appeared  free  from  bias,  and  the  judgment  inflicted  a penalty  fairly 
adjusted  to  a real  offense  reasonably  established,  the  commissioner  would  sus- 
tain the  board,  even  though  it  might  seem  to  him  that  they  had  fallen  into 
some  incidental  errors  and  his  conclusions  upon  the  facts  were  not  fully  in 
accord  with  theirs.  But  he  can  come  to  no  other  conclusion  than  that  the 
board  was  of  one  mind  in  prejudging  the  case  and  intent  upon  coming  to  but 
one  end;  was  biased  against  the  appellant;  magnified  the  small  incidents  of 
administration  beyond  reason ; denied  him  the  fair  opportunities  of  defense ; in- 
flicted a penalty  wholly  out  of  proportion  to  any  apparent  delinquency,  and  so 
violated  the  law  which  they  were  bound  to  regard. 

No  immoral  act  is  charged  against  the  appellant;  no  hasty  or  uncontrollable 
temper  is  intimated;  nothing  to  show  that  he  brought  dishonor  upon  his  posi- 
tion is  established;  no  doubt  about  his  scholarship  is  brought  forward.  It 
nowhere  appears  that  he  did  not  enjoy  the  common  respect  of  the  community, 
of  associate  teachers,  and  of  his  pupils.  He  certainly  carried  himself  with 
much  steadiness  under  trying  circumstances.  The  most  that  is  alleged  and 
attempted  to  be  proved  is  that  he  failed  to  do  something  that  he  should  have 
done,  or  talked  too  freely,  and,  under  the  light  of  all  that  was  brought  out 
before  the  board,  even  so  much  fades  pretty  nearly  to  the  vanishing  point. 


302  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


The  superintendent  had  a professional  as  well  as  a legal  and  moral  obliga- 
tion to  the  principal,  and  whatever  difficulties  there  were  should  have  been 
settled  between  the  superintendent  and  principal,  and  would  have  been  if  the 
members  of  the  board  and  the  superintendent  had  been  moved  by  nothing  but 
the  good  of  the  schools  and  regard  for  a teacher  in  a responsible  place.  In- 
deed, the  proceedings  unmistakably  declare  the  fact  that  the  difficulties  which 
have  set  the  schools  and  the  people  of  a city  in  most  regrettable  turmoil  have 
arisen  out  of  the  solicitude  of  this  principal  for  the  character  and  the  quality 
of  the  faculty  over  which  he  was  to  preside,  and  out  of  the  integrity  that  could 
not  always  bend  to  even  official  authority  which  had  some  other  aims  than  the 
exclusive  good  of  the  schools. 

The  teachers  who  were  appointed  to  the  high  school  faculty  without  confer- 
ence with  the  principal  were  assigned  to  work  by  him  with  little  delay  and  no 
more  than  was  inevitably  incident  to  his  surprise  and  to  their  lack  of  adaptation 
to  new  and  responsible  duties.  The  criticisms  against  the  members  of  the  board 
sound  very  differently  when  repeated  by  one  side  from  what  they  do  when 
explained  by  the  other,  and,  in  any  event,  were  not  to  the  public  and  not  beyond 
what  any  public  officer  must  expect,  without  exercising  his  official  power  to  turn 
people  out  of  permanent  positions.  The  allegation  about  interfering  with 
changes  in  the  building  grew  out  of  an  insignificant  and  passing  episode. 
Those  concerning  reports  upon  the  standings  of  pupils  and  the  number  of  fail- 
ures are  clearly  the  result  of  measuring  things  by  different  standards  and  of 
differing  estimates  of  personal  and  official  prerogatives.  That  in  relation  to 
the  discipline  of  pupils  is  not  serious  in  school  administration,  and  is  no 
graver  than  may  be  frequently  made  against  principals  who  have  live  boys  to 
manage.  The  one  about  not  reporting  nonresident  pupils,  which  looks  bad 
upon  its  face,  because  it  would  seem  to  indicate  that  the  principal  permitted 
the  city  to  be  defrauded,  is  shown  to  refer  to  a student  whose  father  was  a 
resident  and  a taxpayer  at  the  time  referred  to,  and  who  was  therefore  in  the 
school  of  right.  No  wrongful  intent  or  malicious  purpose  appears  anywhere. 

But  this  is  not  all : The  trial  was  not  judicially  fair.  If  any  inquiry  is  unfair 
it  is  one  in  which  the  tribunal  pretends  to  be  governed  by  legal  rules  and  yet 
has  no  real  knowledge  of  them,  and  so  exercises  the  power  to  use  them,  either 
willfully  or  ignorantly,  in  favor  of  one  side  and  against  the  other.  It  can  not 
be  expected  that  a board  of  education  will  be  familiar  with  the  legal  rules 
governing  the  taking  of  evidence,  but  it  is  not  too  much  to  insist  that  a board  of 
education  shall  either  show  such  disposition,  even  anxiety,  to  protect  the  rights 
of  the  accused  as  will  lead  it  to  receive  and  exclude  the  testimony  offered  by 
both  sides  according  to  true  rules  of  evidence,  or  else  make  no  such  pretense 
and  get  at  the  facts  through  whatever  both  sides  can  offer.  There  need  be  no 
hesitation  in  saying  that  the  record  plainly  discloses  that  testimony  material  to 
the  accused  was  excluded  repeatedly  when  it  tended  to  show  that  members  had 
prejudged  the  case  or  when  it  would  weigh  against  the  preconceived  plans  of 
the  board.  An  able  young  lawyer,  favorable  to  the  attitude  of  the  superintend- 
ent and  the  board,  was  allowed  to  determine  what  evidence  should  be  taken, 
and  to  badger  the  principal  to  counsel’s  content,  while  another  was  kept  from 
analyzing  the  contents  of  the  superintendent’s  mind  beyond  what  seemed  to  the 
board  to  be  safely  consistent  with  its  point  of  view.  It  is  not  said,  as  the  super- 
intendent and  board  allege  of  the  principal,  that  the  board  was  intentionally, 
willfully,  and  maliciously  wrong  about  this.  It  was  wrong,  but  it  may  have 
become  infatuated  with  theories  which  impelled  its  course,  and  it  may  have  been 
under  political  pressure  which  really  forced  it  to  think  that  the  exigencies  of 
the  situation  demanded  it.  The  matter  is  given  place  here  for  the  enlighten- 
ment and  guidance  of  other  boards  in  similar  or  analogous  situations,  and  in 
eager  anticipation  of  the  time  when  partizanship  shall  not  dare  to  obtrude  upon 
the  management  of  the  schools. 

It  must  be  understood  that  a teacher  Is  entitled  to  a fair  chance  for  his  life, 
and  that  a teacher’s  place  is  not  to  be  the  football  of  politics,  or  partizanship 
in  other  form.  If  a teacher  to  whom  the  law  gives  a permanent  tenure  through 
good  behavior,  and  declares  that  he  can  only  be  removed  for  cause,  is  to  be 
removed,  the  cause  must  be  a reasonable  one  and  the  proceedings  leading  up  to 
the  determination  must  be  so  conducted  as  to  establish  the  cause  and  yet  protect 
the  teacher’s  rights. 

The  commissioner  of  education  takes  no  flabby  or  indifferent  view  of  the  need 
of  organization,  of  respect  for  official  directions,  of  obedience  to  constituted 
authority.  But  the  organization  must  rest  upon  sound  fundamental  principles, 


RECENT  SUPREME  COURT  DECISIONS. 


303 


the  directions  must  square  with  reason  and  right,  and  the  authority  must  be 
exclusively  actuated  by  the  high  aims  of  the  educational  system  and  be  safely 
within  the  law  which  regulates  the  schools.  When  it  is  so,  authority  is  entitled 
to  honor  for  any  aggressiveness  it  may  show ; and  when  it  is  not,  he  who  resists 
it  is  also  entitled  to  honor. 

It  is  hard  for  anyone  to  lose  employment.  It  is  still  harder  for  one  to  lose 
employment  as  a teacher  at  a time  of  the  year  which  practically  makes  reem- 
ployment impossible  for  nine  or  ten  months.  It  comes  pretty  close  to  annihila- 
tion when  a teacher  is  peremptorily  dismissed  in  the  presence  of  all  the  people 
of  a considerable  city,  and  with  the  full  knowledge  of  all  teachers  in  the  State 
and  country,  from  so  conspicuous  a position  as  the  principalship  of  the  Troy 
High  School,  when  it  is  proclaimed  that  it  is  done  for  incompetence,  neglect  of 
duty,  intentional  maladministration,  willful  misconduct  in  office,  malicious  con- 
duct unbecoming  a teacher,  and  all  the  other  things  that  come  to  the  mind  of  a 
keen  young  corporation  counsel  assigned  the  duty  of  drawing  charges  and 
making  a case. 

The  teacher  in  this  case  was  in  a conspicuous  and  responsible  position.  He 
was  bound  to  endeavor  to  work  quietly  and  harmoniously  with  all  others  who 
had  the  good  of  the  schools  in  view,  and  particularly  with  those  in  official 
authority  over  him.  He  was  bound  to  be  patient,  to  carry  himself  with  steadi- 
ness and  dignity,  and  even  to  suffer  much  in  the  interest  of  the  common  good. 
But  he  was  a man  of  character  and  education.  He  had  had  considerable  ex- 
perience in  the  place  he  held.  He  was  not  an  old  man,  incapable  of  further 
progress  and  yet  better  accomplishments.  The  school  over  which  he  presided 
was  upon  his  heart.  He  was  entitled  to  be  treated  like  a man,  toi  be  regarded 
for  the  public  service  he  had  rendered.  He  was  not  a mere  hired  man ; he  was 
entitled  to  be  conferred  with  about  the  interests  of  his  school.  When  the  board 
was  honest  and  sane  and  deliberate  he  was  bound  to  act  upon  their  conclusions 
without  cavil,  or  vacate  his  place  for  one  who  could.  If  he  could  not  do  that, 
then  he  was  incompetent  for  such  a trust,  and  if  under  such  circumstances  he 
would  not  vacate  his  place,  then  the  board  could  remove  him  at  a time  and  in 
a way  which  would  inflict  no  more  upon  him  than  the  circumstances  made 
reasonable  and  the  needs  of  the  school  made  imperative.  An  offense  against 
good  judgment  or  disagreements  with  the  board  which  need  not  force  an  open 
rupture  if  managed  by  men  of  sense,  which  might  be  sufficient  to  warrant  a 
request  for  his  resignation  or  even  a removal  from  position  in  the  vacation 
time,  might  come  short  of  supporting  such  decisive  action  at  a time  when  the 
schools  were  open  and  the  situation  called  for  toleration  and  no  unnecessary 
commotion.  When  the  board  became  possessed  of  a purpose  to  oust  him  in 
the  middle  of  the  school  year  without  substantial  cause,  he  was  not  bound  to 
acquiesce;  the  law  is  against  that  and  it  protected  him.  It  was  precisely  for 
this  purpose  that  the  provisions  concerning  the  tenure  of  teachers  in  the  uniform 
charter  of  cities  of  the  second  class  was  inserted. 

The  appeal  is  sustained,  and  the  action  of  the  respondent  removing  the 
appellant  from  the  principalship  of  the  Troy  High  School  is  declared  to  be  of 
no  effect. 

It  is  ordered  that  the  board  of  education  of  the  city  of  Troy  forthwith  recog- 
nize said  Martin  H.  Walrath  as  principal  of  the  Troy  High  School,  charged 
with  all  the  responsibilities  and  authority,  and  entitled  to  all  of  the  prerogatives 
and  emoluments  of  said  position  the  same  as  he  would  have  been  if  the  action 
of  said  board  of  education  taken  December  4,  1905,  removing  him  from  said 
position  had  not  been  taken. 

This  decision  must  be  filed  with  the  clerk  of  the  board  of  education  of  the  city 
of  Troy,  and  notice  thereof  be  by  him  given  to  the  appellant  and  respondent, 
with  opportunity  to  examine  the  same. 

April  9,  1906. 


II.  New  York. 

[Harris  v.  Draper  (Supreme  Court,  New  York,  special  term,  Rensselaer  County,  Febru- 
ary, 1908),  109  N.  Y.  Sup.,  983.] 

Application  of  Edwin  S.  Harris  for  a writ  of  prohibition  against  Andrew  S. 
Draper,  as  commissioner  of  education  of  the  State  of  New  York,  and  Elias  P. 
Mann,  individually  and  as  mayor  of  the  city  of  Troy,  to  restrain  a further 
prosecution  and  hearing  of  an  appeal  taken  by  the  respondent  Mann  from  a 


304  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


decision  of  the  board  of  education  of  the  city  of  Troy  dismissing  charges  pre- 
ferred against  relator  as  superintendent  of  schools  of  such  city.  Writ  dis- 
missed. 

Betts,  J.  An  alternative  writ  of  prohibition  has  heretofore  been  granted  in 
this  matter  restraining  the  defendant,  Andrew  S.  Draper,  as  commissioner  of 
education  of  the  State  of  New  York,  from  hearing  a certain  appeal  taken  by 
Elias  P.  Mann,  individually  and  as  mayor  of  the  city  of  Troy,  from  a decision 
of  the  board  of  education  of  the  city  of  Troy  on  charges  preferred  against 
Edwin  S.  Harris,  the  relator,  superintendent  of  schools  of  said  city  of  Troy,  by 
said  Mann,  the  defendant,  which  charges  were  dismissed  by  the  said  board  of 
education  after  a trial  thereof.  An  appeal  was  taken  by  said  Elias  P.  Mann 
from  the  decision  of  said  board  of  education  to  the  defendant,  Andrew  S. 
Draper,  commissioner  of  education.  The  question  was  argued  before  said  com- 
missioner as  to  whether  he  had  jurisdiction  to  hear  said  appeal,  and  as  a result 
of  said  argument  the  said  Draper  decided  that  he  had  jurisdiction  to  hear  and 
determine  the  appeal  from  the  decision  of  said  board  of  education  and  to  review 
its  decision.  An  application  is  now  made  to  make  this  alternative  writ  of  pro- 
hibition absolute  on  the  ground  that  the  commissioner  of  education  has  no  juris- 
diction to  hear  this  appeal.  Elias  P.  Mann,  individually  and  as  mayor,  makes 
a return  objecting  to  the  legal  sufficiency  of  the  papers  upon  which  the  writ  of 
prohibition  herein  was  granted,  and  alleging  that  the  said  Draper  has  jurisdic- 
tion of  the  appeal  referred  to  in  the  petition  herein. 

Practically  all  the  questions  submitted  here  were  decided  in  People  of  the 
State  of  New  York  ex  rel.  Martin  H.  Walrath,  appellant,  v.  Frank  E.  O’Brien 
and  Others,  Acting  as  Commissioners  of  Education  of  and  for  the  City  of  Troy, 
respondents  (112  App.  Div.,  97,  97  N.  Y.  Supp.,  1115),  except  in  that  case  the 
relator  therein  conceded  (1)  that  the  public  schools  of  Troy  were  common 
schools,  and  (2)  that  chapter  560,  page  1341,  of  the  Laws  of  1902,  including 
the  city  of  Troy,  is  an  act  pertaining  to  common  schools,  which  matters  are 
not  conceded  here  by  this  relator,  but  are  denied.  We  shall  address  ourselves 
then  to  those  two  questions. 

We  find  by  chapter  66  of  the  Laws  of  1805  an  act  passed  to  raise  a fund  for 
the  encouragement  of  common  schools.  Chapter  32  of  the  Laws  of  1807  is  an 
act  further  to  increase  the  common  school  fund.  In  chapter  246  of  the  Laws 
of  1811,  entitled  “An  act  for  the  payment  of  certain  officers  of  government  and 
for  other  purposes,”  we  find  section  54  to  be  as  follows  : 

“ It  shall  and  may  be  lawful  for  the  person  administering  the  government  to 
appoint  five  commissioners  to  report,  at  the  next  meeting  of  the  legislature,  a 
system  for  the  organization  and  establishment  of  common  schools,  and  the  dis- 
tribution of  the  interest  of  the  school  fund  among  the  common  schools  in  this 
state.” 

In  the  following  year  (June  19,  1812)  chapter  242  of  the  laws  of  that  year, 
“An  act  for  the  establishment  of  common  schools,”  was  passed,  which  provided 
for  an  officer  within  this  State,  to  be  known  as  the  “superintendent  of  common 
schools,”  and  in  which  act  provision  was  made  for  the  distribution  of  the 
school  fund  to  be  later  acquired.  By  chapter  192,  page  229,  of  the  Laws  of  1814, 
“An  act  for  the  better  establishment  of  common  schools,”  which  repealed  the 
prior  act  of  1812,  a more  elaborate  scheme  was  provided  for  the  establishment 
of  common  schools  in  this  State,  and  provision  was  made  for  the  general  ap- 
portionment of  moneys  for  the  said  common  schools.  Somewhat  similar  pro- 
vision for  the  organization  and  support  of  the  common  schools  has  continued 
under  statutory  authority  ever  since,  and  there  has  been  an  officer  designated 
as  the  “superintendent  of  public  instruction,”  until  the  act  (chap.  40,  p.  94,  of 
the  Laws  of  1904)  was  passed  which  repealed  the  last  act  on  that  subject  as 
to  the  title  of  the  office,  and  designated  an  officer  with  substantially  the  same 
and  additional  duties  as  the  “ commissioner  of  education,”  which  position  is 
now  held  by  the  defendant  Draper. 

Chapter  131,  page  129,  of  the  Laws  of  1816  is  entitled  “An  act  to  incorporate 
the  city  of  Troy.”  Commencing  with  the  preamble  of  section  40  of  that  act, 
and  including  sections  40  to  47,  inclusive,  provision  is  made  for  school  and 
educational  matters  in  said  city.  Section  42  thereof  provides  that  the  school 
trustees,  whose  election  is  provided  for  in  that  statute,  shall  be  required  to  per- 
form the  duties  of  inspectors  and  trustees  under  the  “ act  for  the  better  estab- 
lishment of  common  schools,”  subject  to  such  regulations  as  the  common  council 
of  said  city  shall  make.  Section  43  provided  that  the  moneys  which  shall  arise 
• from  the  distribution  of  the  school  fund  shall  be  appropriated  to  the  support 
of  the  city’s  schools  by  the  commissioners  of  schools.  By  chapter  198,  page  299, 


RECENT  SUPREME  COURT  DECISIONS. 


305 


of  the  Laws  of  1849,  the  legislature  amended  the  charter  of  the  city  of  Troy  and 
provided  for  the  establishment  of  free  schools  in  said  city.  Section  3 thereof 
provided,  among  other  things,  that  the  said  city  in  its  corporate  capacity  should 
he  able  to  hold  and  dispose  of  any  real  or  personal  estate  transferred  to  it  by 
bequest  or  devise  for  the  use  of  the  common  schools  of  the  said  city.  Section 
8 provided  that  the  common  council  of  the  said  city  might  make  appointment 
of  commissioners  of  the  common  schools.  Section  9 provided  how  any  commis- 
sioner of  common  schools  might  be  removed,  and  section  10  provided  that  the 
commissioners  of  common  schools  in  said  city  shall  constitute  a board,  to  be 
styled  the  “ board  of  education  of  the  city  of  Troy.”  By  subdivision  1 of  sec- 
tion 14  it  was  provided  that  said  board  shall  have  power,  and  it  shall  be  their 
duty  to  establish  and  organize  in  the  several  wards  of  said  city  such  and  so 
many  schools  (including  the  common  schools  now  existing  therein)  as  they 
shall  deem  requisite  and  expedient ; and  by  subdivision  9,  “ to  have  in  all  re- 
spects the  superintendence,  supervision,  and  management  of  the  common 
schools  ” in  said  city ; and  by  section  22,  all  moneys  received  by  said  city  for  or 
on  account  of  the  common  schools  should  be  deposited  with  the  chamberlain 
of  the  said  city  to  the  credit  of  the  board  of  education,  to  be  used  by  said  board 
of  education  in  accordance  with  the  provisions  of  that  act.  By  chapter  186, 
page  359,  of  the  Laws  of  1851  (section  6),  provision  was  made  for  election  of 
further  commissioners  of  common  schools  in  said  city  of  Troy.  By  chapter  129, 
page  284,  of  the  Laws  of  1872,  which  was  an  act  to  amend  the  charter  of  the 
city  of  Troy,  it  was  provided,  among  other  things,  that  the  officers  of  said  city 
should  consist  of  two  commissioners  of  common  schools  for  each  ward,  and 
various  other  officers  therein  named.  Chapter  80,  page  120,  of  the  Laws  of  1892, 
was  “An  act  to  organize  a board  of  school  commissioners  in  and  for  the  city 
of  Troy  and  to  provide  for  the  government  and  support  of  the  public  schools 
of  said  city.”  It  provided  for  a board  of  seven  school  commissioners,  to  be 
appointed  by  the  mayor  of  said  city,  to  take  the  place  of  the  existing  board  of 
school  commissioners.  Said  board  was  given  authority  to  appoint  a superin- 
tendent of  schools  for  the  city  of  Troy,  and  was  given  the  control  and  manage- 
ment of  the  several  public  schools  of  the  city  of  Troy,  and  shall  possess  and 
exercise  all  the  powers  now  possessed  by  the  present  board  of  school  commis- 
sioners in  said  city,  except  as  in  said  act  provided.  Section  11,  subdivision  1, 
provided  that  said  board  shall  have  power,  and  it  shall  be  their  duty,  to  es- 
tablish and  organize  such  and  so  many  schools,  including  the  common  schools 
now  existing  therein,  as  they  shall  deem  requisite  or  expedient,  and  to  alter 
and  discontinue  the  same,  by  section  7 thereof  to  pay  the  wages  of  school  teach- 
ers out  of  moneys  appropriated  and  provided  by  law  for  the  support  of  schools 
in  said  city  as  far  as  the  same  shall  be  sufficient,  and  by  section  12  to  make  and 
transmit  to  the  state  superintendent  of  public  instruction  a report  in  writing 
annually. 

Article  9,  section  1,  of  the  constitution  of  the  State  of  New  York,  adopted 
in  1894,  provides  as  follows: 

“ Common  Schools — Section  1.  The  legislature  shall  provide  for  the  main- 
tenance and  support  of  a system  of  free  common  schools,  wherein  all  the  chil- 
dren of  this  State  may  be  educated.” 

Chapter  182,  page  371,  of  the  Laws  of  1898,  was  “An  act  for  the  government 
of  cities  of  the  second  class,”  commonly  known  as  the  “ white  charter.”  Troy 
is  a city  of  the  second  class.  Section  240  of  that  act,  and  subsequent  sections, 
were  amended  by  chapter  560,  page  1341,  of  the  Laws  of  1902,  which  is  entitled 
“An  act  to  amend  chapter  182  of  the  Laws  of  1898  relative  to  the  department  of 
public  instruction  in  cities  of  the  second  class.”  Section  240  thereof  provides 
for  a board  of  education,  composed  of  three  members,  to  be  called  “ commis- 
sioners of  education,”  which  is  the  board  of  education  now  had  in  the  city  of 
Troy,  and  provides  said  board  shall  be  the  head  of  the  department  of  public 
instruction  in  said  cities.  Section  242  thereof  is  as  follows: 

“ The  board  has  all  the  powers  and  is  charged  with  all  the  duties  of  com- 
missioners of  common  schools,  and  of  trustees  of  the  several  school  districts 
in  this  State,  under  the  general  statutes  relating  to  common  schools,  so  far  as 
such  powers  and  duties  can  be  made  applicable  to  the  schools  herein  provided 
for,  and  are  not  inconsistent  with  the  provisions  of  this  act.” 

Section  243,  which  is  the  section  under  which  relator,  Harris,  holds  his  office, 
is  as  follows : 

“ The  superintendent  of  schools  shall  hold  office  during  the  pleasure  of  the 
board.  Any  person  may  prefer  charges  of  incompetency,  maladministration,  or 

63470—09 20 


306  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


misconduct  against  the  superintendent,  and  thereupon  the  board  shall  proceed 
to  hear  the  charges,  and  in  case  the  same  shall  be  sustained  by  the  affirmative 
vote  of  a majority  thereof  the  superintendent  shall  be  dismissed  from  his  office.” 
I think,  from  this  brief  examination  of  the  legislation  relating  to  the  schools 
of  this  State  and  the  city  of  Troy,  it  must  be  fairly  apparent  that  the  schools 
of  said  city  are  common  schools,  part  of  the  common  school  system  of  this 
State.  It  must  also  follow,  from  an  examination  of  said  legislation,  that  chapter 
560,  page  1341,  of  the  Laws  of  1902,  is  an  act  pertaining  to  common  schools. 
The  title  indicates  it,  and  all  the  sections  refer  to  matters  pertaining  to  the 
common  schools  of  the  cities  of  the  second  class  in  this  State.  This  supplies 
what  was  not  determined  by  the  appellate  divison  in  People  ex  rel.  Walrath 
v.  O’Brien,  hereinbefore  referred  to.  It  seems  to  me  clear  that  the  legislature 
intended  the  jurisdiction  of  the  commissioner  of  education  to  apply  to  the 
common  schools  of  the  cities  of  the  second  class,  including  Troy.  Hence  the 
appeal  herein  is  governed  by  subdivision  7,  section  1,  title  14,  chapter  556, 
page  1181,  of  the  Laws  of  1894,  as  amended  by  chapter  40,  page  94,  of  the  Laws 
of  1904,  which  confers  upon  the  commissioner  of  education  the  powers  and 
duties  of  superintendent  of  public  instruction  heretofore  exercised  by  the  said 
superintendent,  including  the  power  to  determine  appeals  of  this  kind. 

The  point  is  made  by  the  relator  that  the  defendant,  Mann,  is  not  a person 
aggrieved  within  the  statute.  The  statute  is: 

“Any  person  conceiving  himself  aggrieved  in  consequence  of  any  decision 
made  * * * may  appeal.” 

The  commissioner  being  given  jurisdiction  of  the  subject-matter  of  the  ap- 
peal, the  burden  is  on  the  defendant,  Mann,  to  show  before  the  commissioner 
that  he  is  aggrieved  by  the  decision  of  the  board  of  education. 

The  same  reasoning  applies  to  the  further  point  made,  that  under  a strict 
reading  of  the  statute  applied  to  the  circumstances  of  this  case  the  commis- 
sioner of  education  might  attempt  to  decide  this  appeal  without  notifying  the 
relator,  Harris,  that  it  was  pending.  It  will  be  time  enough  to  provide  for  a 
contingency  of  that  kind  if  it  should  ever  arise. 

It  follows,  therefore,  that  the  writ  of  prohibition  herein  should  be  dismissed ; 
and  an  order  may  be  entered  vacating  or  quashing  it. 


STATUS  OF  EVENING  HIGH  SCHOOLS. 


III.  California. 

[Board  of  Education  of  the  City  and  County  of  San  Francisco  r.  Hyatt  (Supreme  Court 
of  California,  December  6,  1907),  93  P.,  117.1 

In  bank.  Application  by  the  board  of  education  of  the  city  and  county  of 
San  Francisco  for  a writ  of  mandamus  against  Edward  Hyatt,  as  superin- 
tendent of  public  instruction.  Petition  dismissed. 

Sloss,  J.  Upon  an  application  to  this  court  by  the  board  of  education  of  the 
city  and  county  of  San  Francisco  for  a writ  of  mandate  to  compel  the  state 
superintendent  of  public  instruction  to  include  the  Humboldt  evening  high 
school  in  said  city  and  county  among  the  schools  participating  in  the  apportion- 
ment of  the  state  high  school  fund,  an  alternative  writ  issued.  The  respondent 
appeared,  and,  after  filing  a demurrer  and  an  answer,  entered  into  a stipulation 
with  the  petitioner,  agreeing  upon  the  essential  facts.  By  section  1 of  the  act 
entitled  “An  act  creating  a fund  for  the  benefit  and  support  of  high  schools 
and  providing  for  its  distribution,”  etc.,  approved  March  6,  1905  (Stat.  1905, 
p.  58,  chap.  65),  provision  is  made  for  the  annual  levy  of  a tax  for  the  support 
of  regularly  established  high  schools  of  the  State.  The  money  so  collected  is  to 
be  turned  into  a “ state  high-school  fund,”  created  by  the  act  and  is  appropriated 
for  the  use  and  support  of  regularly  established  state  high  schools.  Sections 
3,  4.  Section  5 of  the  act  directs  the  superintendent  of  public  instruction  to 
apportion  the  fund  to  high  schools  of  the  State  upon  this  basis:  One-third  of 
the  annual  amount  equally  among  the  county,  district,  city,  union,  or  joint 
union  high  schools  of  the  State,  irrespective  of  the  number  of  pupils  enrolled 


RECENT  SUPREME  COURT  DECISIONS. 


307 


or  in  average  daily  attendance  therein,  and  the  remaining  two-thirds  pro  rata 
according  to  the  average  daily  attendance  for  the  last  preceding  school  year, 
“ provided  that  such  high  schools  have  been  organized  under  the  law  of  the 
State,  or  have  been  recognized  as  existing  under  the  high-school  laws  of  the 
State  and  have  maintained  the  grade  of  instruction  required  by  law  for  the  high 
schools;  and  provided  that  no  school  shall  be  eligible  to  a share  in  said  state 
high-school  fund  that  has  not  during  the  last  preceding  school  year  employed  at 
least  two  regularly  certificated  liigh-school  teachers  for  a period  of  not  less  than 
one  hundred  and  eighty  days  with  not  less  than  twenty  pupils  in  average  daily 
attendance  for  such  length  of  time  * * * ; and  provided  that  before  re- 

ceiving state  aid,  each  school  shall  furnish  satisfactory  evidence  to  the  super- 
intendent of  public  instruction  of  the  possession  of  a reasonably  good  equipment 
of  building,  laboratory,  and  library  and  of  having  maintained,  the  preceding 
school  year,  proper  high-school  instruction  for  a term  of  at  least  one  hundred 
and  eighty  days  * * *.”  It  appears  from  the  stipulation  above  referred  to 

that  the  Humboldt  evening  high  school  was  established  and  organized  by  the 
board  of  education  of  the  city  and  county  of  San  Francisco  in  October,  1897,  at 
a time  when  said  city  and  county  was  governed  by  the  provisions  of  the  con- 
solidation act  and  the  amendments  thereto.  In  the  establishment  and  organiza- 
tion of  said  school  no  election,  as  provided  by  sections  1670  and  1671  of  the 
Political  Code,  was  held.  The  sessions  of  said  school  are  held  in  the  evening 
only,  and  continue  during  two  hours  of  each  of  five  evenings  per  week. 

The  respondent  contends,  in  the  first  place,  that  under  the  constitution  of  this 
State  no  high  school  holding  evening  sessions  only  can  be  established.  This 
contention  is  based  upon  section  6 of  article  9 of  the  constitution,  providing 
that  “ the  public-school  system  shall  include  primary  and  grammar  schools, 
and  such  high  schools,  evening  schools,  normal  schools,  and  technical  schools 
as  may  be  established  by  the  legislature,  or  by  municipal  or  district  authority.” 
The  argument  is  that  the  constitution,  by  enumerating  the  various  classes  of 
schools  and  making  evening  schools  a distinct  class  in  this  enumeration,  dis- 
tinguished such  evening  schools  from  all  other  classes  enumerated,  and  that  an 
evening  school  could  not  therefore  at  the  same  time  be  a high  school,  since 
high  schools  form  a class  separately  provided  for  in  the  section.  But  this  argu- 
ment proves  too  much.  It  would  lead  equally  well  to  the  conclusion  that  an 
evening  school  could  not  be  either  a primary,  a grammar,  a normal,  or  a 
technical  school,  a conclusion  which  seems  on  its  face  to  be  untenable.  We  are 
satisfied  that  the  framers  of  the  constitution,  in  including  in  this  section  the 
words  “evening  schools,”  intended  to  obviate  any  doubt  that  might  exist  as  to 
the  power  to  provide  for  schools  which  should  hold  their  sessions  in  the  even- 
ing, and  that  it  was  not  intended  thereby  to  make  a separate  class  of  such 
schools  in  the  sense  that  evening  schools  could  not,  as  to  the  nature  of  the 
course  of  study  pursued,  possess  the  character  of  primary,  grammar,  high,  nor- 
mal, or  technical  schools. 

Further,  it  is  objected  that  the  Humboldt  evening  high  school  was  not  organ- 
ized pursuant  to  an  election  held  under  the  provisions  of  section  1670  of  the 
Political  Code.  By  section  5 of  the  act  of  March  6,  1905,  the  benefits  of  the 
“ state  high-school  fund  ” are  limited  to  high  schools  that  “ have  been  organized 
under  the  laws  of  the  State,  or  have  been  recognized  as  existing  under  the  high- 
school  law  of  the  State.”  By  this  provision  the  act  furnishes  its  own  definition 
of  the  phrase  “ regularly  established  high  schools  of  the  State,”  used  in  the 
earlier  sections,  and  impresses  the  character  of  regularly  established  high 
schools  upon  schools  which  comply  with  either  of  the  last  quoted  requirements 
of  section  5.  As  appears  from  the  stipulation,  the  Humboldt  evening  high 
school  was  established  by  the  board  of  education  of  the  city  and  county  of  San 
Francisco  in  October,  1897.  Section  1616  of  the  Political  Code  reads : “ Boards 
of  education  are  elected  in  cities  under  the  provisions  of  the  laws  governing 
such  cities,  and  their  powers  and  duties  are  as  prescribed  in  such  laws,  except 
as  otherwise  in  this  chapter  provided.”  Under  section  1 of  an  act  entitled  “An 
act  to  provide  for  the  support  of  the  common  schools  of  the  city  and  county 
of  San  Francisco  and  to  define  the  powers  and  duties  of  the  board  of  education 
thereof,”  approved  April  1,  1872  (Stat.  1871-72,  p.  846,  chap.  576),  the  board  of 
education  of  the  city  and  county  of  San  Francisco  is  given  power  “ to  maintain 
public  schools  as  now  organized  in  said  city  and  county,  and  to  establish  addi- 
tional ones  as  required,  and  to  consolidate  and  discontinue  schools,  as  may  be 
deemed  best  for  the  public  interest.”  That  high  schools  may  properly  be  in- 
cluded within  the  term  “ public  schools  ” will  hardly  be  questioned.  Indeed, 
article  9,  section  6,  of  the  present  constitution,  quoted  above,  expressly  makes 


308  STATE  SCHOOL  SYSTEMS  : LEGISLATION,  ETC.,  1906-8. 


them  a part  of  the  “ public-school  system.”  This  statute,  therefore,  in  con- 
ferring upon  the  board  of  education  of  the  city  and  county  of  San  Francisco 
power  to  establish  public  schools,  gave  to  it  the  power  to  establish  high  schools. 
The  act,  having  been  passed  before  the  adoption  of  the  constitution  of  1879, 
was  not  affected  by  the  restrictions  contained  in  that  instrument  prohibiting 
the  passing  of  local  or  special  laws.  (Nevada  School  Dist.  v.  Shoecraft,  88 
Cal.,  372,  26  Pac.,  211.)  It  would  appear  clear,  therefore,  that  the  Humboldt 
evening  high  school  is  a school  that  has  “been  organized  under  the  law  of  the 
State.”  But,  if  there  were  any  doubt  as  to  the  legality  of  the  original  organiza- 
tion of  the  school,  two  curative  acts  passed  after  its  esablishment,  had  the 
effect  of  obviating  any  defects  existing  at  the  outset,  or,  at  least,  of  making 
it  a school  “ recognized  as  existing  under  the  high-school  laws  of  the  State.” 
An  act  of  March  15,  1901  (Stat.  1901,  p.  299,  chap.  140),  provides  that  “ all  pro- 
ceedings for  the  establishment  of  high  schools  heretofore  established  in  incor- 
porated cities  are  hereby  declared  legal ; ” and  in  1905  the  legislature  amended 
section  1671  of  the  Political  Code,  including  in  said  section  a subdivision  11, 
providing  that  “all  proceedings  for  the  formation  and  organization  of  high- 
school  districts  and  the  establishment  of  county,  city  and  county,  union,  joint 
union,  and  district  high  schools  had  prior  to  the  passage  and  approval  of  this 
act  are  hereby  validated  and  declared  legal,  and  said  high-school  districts 
and  high  schools  are  hereby  declared  to  be  legally  formed,  organized,  and  estab- 
lished.” It  is  well  settled  that  the  legislature  has  power  to  pass  acts  curing 
the  failure  to  comply  with  statutory  requirements  that  might  originally  have 
been  dispensed  with  in  the  proceedings  of  municipal  corporations.  (6  Am.  and 
Eng.  Ency.  of  Law  (2d  Ed.),  941.)  In  the  recent  case  of  Chase  v.  Trout,  146 
Cal.,  350,  80  Pac.,  81,  this  court  fully  expressed  its  views  regarding  the  validity 
of  curative  acts.  The  statute  there  in  question  undertook  to  validate  de- 
fective proceedings  for  the  collection  of  taxes,  but  the  principle  declared  is  no 
less  applicable  to  proceedings  of  the  kind  here  involved.  (See,  also,  Baird  v. 
Monroe  (Cal.  Sup.),  89  Pac.,  352.)  If  this  school  was  in  all  other  respects 
entitled  to  participate  as  a high  school  in  the  apportionment,  these  curative 
acts  were  clearly  sufficient  to  bring  it  within  the  statutory  definition  of  a 
“ regularly  established  high  school.” 

The  further  objection  is  made  on  behalf  of  respondent  that  the  shortness  of 
the  daily  session  held  in  the  school  in  question,  i.  e.,  two  hours  per  day,  takes 
the  school  out  of  the  class  of  high  schools  contemplated  by  the  law.  While  it 
appears  that  this  session  is  considerably  shorter  than  that  regularly  held  in 
day  high  schools,  we  find  no  provision  of  law  regulating  the  length  of  the  daily 
sessions,  with  the  exception  of  section  1673  of  the  Political  Code,  which  pro- 
vides that  “ no  school  must  be  continued  in  session  more  than  six  hours  per 
day.”  No  statute  provides  a minimum  duration,  and  if  the  school  complies 
with  all  the  requirements  of  law,  the  fact  that  its  sessions  are  of  shorter  dura- 
tion than  those  of  other  high  schools  does  not  deprive  it  of  the  character  of  a 
regularly  established  high  school  or  prevent  it  from  participating  in  the  benefits 
conferred  upon  regularly  established  high  schools  by  the  act  of  March  6,  1905. 
But  while  the  facts  already  set  forth  do  not,  in  our  opinion,  tend  to  show  that 
the  school  in  question  is  not  a “ regularly  established  high  school  of  the  State,” 
and  do  not,  therefore,  furnish  any  reason  for  excluding  it  from  the  apportion- 
ment, we  think  that  the  stipulation  of  facts  fails  to  show  that  the  Humboldt 
evening  high  school,  considered  as  a high  school,  complied  with  the  provisions  of 
section  5 of  the  act  of  March  6,  1905,  as  to  employment  of  teachers  and  average 
daily  attendance.  It  might  be  said  that  the  answer,  tested  by  strict  rules  of 
pleading,  does  not  raise  a clear  issue  on  this  point.  It  may,  however,  without 
straining  the  meaning  of  words,  be  construed  as  raising  such  issue,  and  inas- 
much as  this  is  a controversy  between  public  officers,  each  of  whom  is  doubtless 
desirous  of  ascertaining  and  performing  his  exact  duty  under  the  law,  we  are 
not  disposed  to  allow  any  technical  construction  of  the  pleadings  to  prevent  the 
consideration  of  a question  whose  determination  is  necessary  to  a proper  under- 
standing of  the  rights  and  obligations  arising  under  the  statute  in  question. 
The  petition  alleges,  and  it  is  not  denied,  that  during  the  school  year  1905-6 
the  Humboldt'  school  employed  26  teachers  for  not  less  than  one  hundred  and 
eighty  days,  and  that  the  average  daily  attendance  was  546  pupils.  It  appears 
that  graduates  of  grammar  schools  have  been  admitted  to  said  school  with- 
out examination.  (Political  Code,  sec.  1670,  subdivision  13.)  A course  of  in- 
struction, extending  over  three  years,  and  leading  to  a high  school  diploma,  is 
given,  but  there  is  no  suggestion  that  this  course  is  such  as  to  prepare  graduates 
for  admission  to  the  State  University.  During  the  year  1905-6  the  school  had 


RECENT  SUPREME  COURT  DECISIONS. 


309 


a course  of  study  known  as  “ Course  B,”  which  extended  for  a period  of  five 
years,  and  which  was  adopted  by  the  petitioner  to  comply  with  the  admission 
requirements  of  the  University  of  California.  As  we  have  seen,  the  act  of 
March  6,  1905,  limits  the  distribution  of  its  benefits  to  schools  which  have 
maintained  the  grade  of  instruction  required  by  law  for  the  high  schools.  That 
grade  of  instruction,  as  declared  by  subdivision  12  of  section  1670  oE  the  Polit- 
ical Code,  is  “ such  as  will  prepare  graduates  therein  for  admission  into  the 
State  University.”  If  a school  offers  two  courses,  one  of  which  falls  short  of 
this  standard,  it  does  not,  as  to  such  course,  maintain  the  grade  of  instruction 
required  by  law  of  high  schools.  Accordingly,  in  the  case  at  bar,  the  Humboldt 
evening  high  school  is  to  be  considered  a high  school  only  so  far  as  concerns  the 
instruction  given  and  received  in  “ Course  B.”  But  the  stipulation  does  not 
disclose  that  it  has  the  requisite  number  of  teachers  and  pupils  in  this  course. 
It  is  true  that  the  parties  agree  that  the  school,  as  a whole,  has  26  teachers  and 
546  pupils,  but  it  nowhere  appears  how  many  of  these  teachers  or  pupils  are 
engaged  in  high  school  work  and  how  many  are  occupied  in  the  three-year 
course,  which  is  not  up  to  the  high  school  standard.  Unless  that  part  of  the 
school  which  can  properly  be  regarded  as  a high  school  has  two  or  more  regu- 
larly certificated  high  school  teachers  and  20  or  more  pupils  in  average  daily 
attendance,  no  right  to  apportionment  under  the  statute  arises.  Here  these 
conditions  are  not  shown  to  exist.  That  in  determining  the  right  of  a school  to 
share  in  the  benefits  of  this  act,  only  those  teachers  and  pupils  engaged  in  high 
school  work  can  be  considered,  is  made  manifest  by  the  manner  of  the  appor- 
tionment. Two-thirds  of  the  fund  is  to  go  to  schools  in  proportion  to  the  num- 
ber of  pupils  in  attendance.  This  must  mean  the  number  of  pupils  who  are  re- 
ceiving the  grade  of  instruction  required  by  law.  It  can  not  have  been  intended 
to  distribute  a high  school  fund  to  schools  maintaining  a certain  grade  of  in- 
struction and  to  base  this  distribution  on  the  number  of  pupils  to  whom  a lower 
grade  of  instruction  is  being  given. 

For  these  reasons  we  conclude  that  the  petitioner  has  on  the  record  before 
us  failed  to  show  any  right  in  the  Humboldt  evening  high  school  to  participate 
in  the  allotment  of  the  high  school  fund.  If,  however,  it  shall  furnish  to  the  re- 
spondent satisfactory  evidence  of  compliance  with  the  requirements  of  section  5 
of  the  act  of  March  6,  1905,  having  regard  solely  to  the  teachers  and  pupils  en- 
gaged and  the  equipment  employed  in  “ Course  B ” or  any  other  course  prepar- 
ing pupils  for  admission  to  the  State  University,  it  will  then  be  entitled  to  an 
allotment  of  the  state  fund,  based,  as  to  two-thirds  of  the  fund,  on  the  average 
daily  attendance  in  such  course  or  courses. 

We  may  add  that  we  attach  no  importance  to  the  fact  that  “ Course  B ” ex- 
tends over  five  years.  The  only  provision  of  law  regulating  the  length  of  the 
course  is  that  it  “ shall  embrace  a period  of  not  less  than  three  years.” 
(Political  Code,  sec.  1670,  subdivision  12.)  That  it  may  extend  over  a longer 
period  than  three  years  is  clearly  shown  by  subdivision  13  of  section  1670, 
which  contains  a provision  relating  to  schools  “ where  the  course  of  study  em- 
braces a period  of  four  years.” 

The  proceeding  is  dismissed. 

We  concur: 

Angellotti,  J. 

Henshaw,  J. 

Lorigan,  J. 

McFarland,  J. 

Shaw,  J.  I concur.  I agree  that  the  mere  fact  that  the  daily  sessions  of  the 
Humboldt  evening  high  school  are  of  but  two  hours’  duration  does  not  deprive 
it  of  its  character  as  a high  school  organized  under  the  law  of  the  State,  or  as  a 
high  school  recognized  as  existing  under  the  high  school  laws  of  the  State. 
But  I suggest  that,  in  view  of  the  practically  universal  custom  of  holding  ses- 
sions of  the  public  schools  at  least  five  hours  each  school  day,  and  the  manifest 
inequality  and  lack  of  uniformity  in  the  law  if  it  is  held  to  give  the  same 
amount  for  its  support  to  a school  in  session  only  two  hours  daily  as  is  given 
to  one  in  session  three  times  as  long  and  during  each  year  imparting  pre- 
sumably three  times  as  much  training  and  instruction  at  three  times  the  expense, 
it  may  be  a serious  question,  if  it  ever  arises,  whether  the  “average  daily  at- 
tendance ” for  the  “ term  of  at  least  one  hundred  and  eighty  days  ” required  of 
high  schools  to  entitle  them  to  receive  state  aid,  under  the  statute,  does  not 
mean  a daily  attendance  for  one  hundred  and  eighty  days  of,  at  least  substan- 
tially, the  same  number  of  hours  as  is  usual  and  customary.  If  the  aid  can  be 


310  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


secured  by  two  hours’  daily  instruction  for  one  hundred  and  eighty  days — 
that  is,  by  three  hundred  and  sixty  hours  each  year — instead  of  the  customary 
nine  hundred  hours  each  year,  why  not  by  means  of  daily  sessions  for  that 
period  of  one  hour  or  less? 


STATUS  OF  KINDERGARTENS. 


IV.  California. 


[Los  Angeles  County  v.  Kirk,  superintendent  of  public  instruction  (Supreme  Court  of 
California,  December  27,  1905),  83  P.,  250.] 

In  bank.  Application  by  the  county  of  Los  Angeles  for  a writ  of  mandate, 
prayed  to  be  directed  against  Thomas  J.  Kirk,  superintendent  of  public  instruc- 
tion. Denied. 

Angellotti,  J.  This  is  an  application  for  a writ  of  mandate  compelling  the 
superintendent  of  public  instruction  of  the  State,  in  making  his  apportionment 
of  the  state  school  fund  to  the  various  counties,  to  include  and  consider,  as  a 
part  of  the  average  daily  attendance  of  the  schools  of  plaintiff,  the  attendance 
of  children  between  the  ages  of  4 and  5 years  who  have  been  regularly 
admitted  to  the  kindergarten  classes  established  by  the  educational  authorities 
of  certain  cities  of  plaintiff  county.  It  appears  from  the  petition  that  defendant 
proposes  to  include  the  attendance  of  such  classes  of  children  between  5 and 
G years  of  age,  but,  in  view  of  his  conclusion  as  to  the  effect  of  certain  pro- 
visions of  our  codes,  has  determined  that  children  between  the  ages  of  4 and  5 
years  should  not  be  included.  We  do  not  deem  it  necessary  to  consider  the 
argument  relative  to  this  position  of  the  defendant,  for  we  have  concluded  that 
the  point  made  by  the  attorney-general  upon  the  argument,  to  the  effect  that 
under  our  law  the  attendance  upon  kindergarten  classes  can  not  be  considered 
as  a part  of  the  attendance  for  purposes  of  apportionment  of  the  state  school 
fund,  is  well  made.  The  rule  laid  down  by  the  legislature  for  the  guidance  of 
the  superintendent  of  public  instruction  in  the  apportionment  of  the  state  school 
fund  is  to  be  found  in  section  1532  of  the  Political  Code,  as  amended  March  18, 
1905.  It  is  there  declared  as  follows,  viz : “ It  is  the  duty  of  the  superintendent 
of  public  instruction  * * * Fourth.  To  apportion  the  state  school  fund 

* * * ; in  apportioning  said  fund  he  shall  apportion  to  every  county  and  to 

every  city  and  county  two  hundred  fifty  dollars  ($250)  for  every  teacher  deter- 
mined and  assigned  to  it  on  school  census  by  the  county  or  city  and  county 
school  superintendent  for  the  next  preceding  school  year,  as  required ; * * * 

and  after  thus  apportioning  two  hundred  fifty  dollars  on  teacher  or  census 
basis,  he  shall  apportion  the  balance  of  the  state  school  fund  to  the  several 
counties  or  cities  and  counties  according  to  their  average  daily  attendance  as 
shown  by  the  reports  of  the  county  or  city  and  county  school  superintendents 
for  the  next  preceding  school  year.” 

The  question  presented,  it  will  thus  be  seen,  is  as  to  the  meaning  of  the 
words  “ average  daily  attendance,”  as  used  in  this  section.  It  is  admitted 
that  in  view  of  the  provision  of  section  6 of  article  9 of  our  constitution,  declar- 
ing that  “ the  entire  revenue  derived  from  the  state  school  fund  and  from  the 
general  state  school  tax  shall  be  applied  exclusively  to  the  support  of  primary 
and  grammar  schools,”  the  corresponding  provisions  of  sections  1622  and  1861, 
Political  Code,  and  the  decision  of  this  court  in  Stockton  School  District  v. 
Wright,  134  Cal.,  64;  66  Pac.,  34,  only  the  attendance  upon  the  primary  and 
grammar  schools  is  included  within  the  words  “ average  daily  attendance,” 
as  used  in  this  section.  It  was  clearly  shown  in  the  case  cited,  where  a similar 
provision  regarding  apportionment  of  state  school  moneys  was  construed, 
that  it  could  never  have  been  intended  to  include  attendance  upon  other  schools, 
such  as  high  schools  or  evening  schools,  for  the  maintenance  of  which  no 
part  of  the  state  school  money  could,  under  the  law,  be  used.  Plaintiff’s  case 
must  therefore  rest  upon  its  claim  that  the  kindergarten  classes  are,  under 
the  law,  part  and  parcel  of  the  primary  schools  of  the  State,  that  state  school 
money  may  be  appropriated  to  their  maintenance,  and  that  attendance  thereon 
is  attendance  upon  “ primary  schools  ” within  the  meaning  of  that  term  as 
used  in  the  constitutional  provisions  quoted  above.  This  is,  in  fact,  the  claim 
upon  which  plaintiff  rests  its  case.  The  nature  and  object  of  kindergarten 


RECENT  SUPREME  COURT  DECISIONS. 


311 


classes  were  quite  fully  discussed  in  tlie  case  of  Sinnott  v.  Colombet,  107  Cal., 
187 ; 40  Pac.,  329;  28  L.  R.  A.,  594.  It  was  there  shown  that  the  term  “ kinder- 
garten ” was  devised  to  apply  to  a system  elaborated  for  the  instruction  of 
children  of  very  tender  years,  which,  by  guiding  their  inclination  to  play  into 
organized  movement  and  investing  their  games  with  an  ethical  and  educa- 
tional value,  teaches,  besides  physical  exercises,  habits  of  discipline,  self- 
control,  harmonious  action  and  purpose,  together  with  some  definite  lesson 
of  fact.  It  is  apparent  that  the  work  contemplated  by  such  a system  is  purely 
preliminary  to,  and  entirely  different  in  character  from,  the  ordinary  work 
of  the  common  school,  and  is,  in  fact,  designed  to  fit  very  young  children,  whose 
minds  and  bodies  are,  solely  because  of  their  tender  age,  not  yet  capable  of  the 
instruction  contemplated  in  an  ordinary  school  for  such  school  work. 

It  may  be  conceded  that  the  work  contemplated  is  of  such  a character  that 
it  might,  to  some  extent,  be  included  by  the  legislature  in  the  general  primary 
school  system  of  the  State,  just  as  it  may  be  conceded  that  the  legislature 
may  extend  the  general  grammar  school  course  so  as  to  include  some  subjects 
that  have  hitherto  been  pursued  only  in  the  more  advanced  schools,  such  as 
high  schools.  But  the  statutory  provisions  upon  the  subject  of  the  kinder- 
garten make  it  clear  that  the  legislature  has  not  made  the  same  a part  of 
the  “ system  of  common  schools,  by  which  a free  school  shall  be  kept  up  and 
supported  in  each  district  at  least  six  months  in  every  year,”  which,  by  section 
5 of  article  9 of  the  constitution,  the  legislature  is  required  to  provide,  but,  at 
most,  has  made  it  only  a part  of  the  “ public  school  system  ” described  in 
section  6 of  the  same  article,  in  the  same  way  that  high  schools,  evening 
schools,  normal  schools,  and  technical  schools  established  directly  by  the 
legislature  or  by  municipal  or  district  authority  are  parts  of  such  public  school 
system.  The  two  constitutional  provisions  cited,  taken  together,  contemplate 
(1)  the  establishment  of  a uniform  system  of  “common  schools,”  including 
solely  the  primary  and  grammar  schools,  which  shall  be  applicable  and  man- 
datory in  every  school  district  of  the  State,  as  to  which  all  local  or  special 
laws  are  expressly  forbidden  (constitution,  subd.  27,  sec.  25,  art.  4),  and  to 
the  support  of  which  the  entire  revenue  derived  from  the  state  school  fund 
and  the  general  state  school  tax  shall  be  exclusively  applied;  and  (2)  the 
establishment,  either  by  the  legislature  or  by  municipal  or  district  authority, 
under  statutes  authorizing  the  same,  of  other  schools,  such  as  high  and  tech- 
nical schools,  which,  however,  can  in  no  degree  be  supported  from  the  state 
school  fund,  but  must  obtain  their  whole  support  from  other  sources.  The 
intention  of  the  framers  of  the  constitution  to  devote  the  whole  of  the  revenue 
of  the  state  school  fund  and  the  general  state  school  tax  exclusively  to  the 
support  of  the  schools  included  in  the  first  class  mentioned  above,  viz,  those 
which  are  known  as  “ common  schools  ” and  which  by  the  constitution  are 
required  to  be  maintained  in  every  district  of  the  State,  is  too  clear  to  admit 
of  question. 

Coming  to  a consideration  of  the  only  existing  statutory  provisions  relative 
to  kindergarten  schools,  we  find  the  following,  viz,  section  1663,  Political  Code, 
provides  that  “ the  public  schools  of  California,  other  than  those  supported 
exclusively  by  the  State,  shall  be  classed  as  high  schools,  technical  schools, 
and  grammar  and  primary  schools  [including  kindergarten  classes],  and  no 
teacher  shall  be  employed  to  teach  in  any  school  if  the  certificate  held  by  the 
teacher  is  of  a grade  below  that  of  the  school  or  class  to  be  taught:  * * * 

Provided,  That  nothing  herein  contained  shall  be  construed  as  prohibiting  the 
employment  of  any  person  holding  a valid  special  certificate  for  kindergarten 
work  heretofore  granted  * * * as  a teacher  in  any  kindergarten  class  of  a 

primary  school  * * *.”  Section  1662,  Political  Code,  provides  that  “ every 

school,  unless  otherwise  provided  by  law,  must  be  open  for  the  admission  of 
all  children  between  6 and  21  years  of  age  residing  in  the  district:  * * * 

Provided,  That  in  cities  and  towns  in  which  the  kindergarten  has  been  adopted 
or  may  hereafter  be  adopted  as  part  of  the  public  primary  schools,  children 
may  be  admitted  to  such  kindergarten  classes  at  the  age  of  4 years.”  * * * 

Section  1617,  Political  Code,  provides  that  “ the  powers  and  duties  of  trustees 
of  school  districts  and  of  boards  of  education  in  cities  are  as  follows : * * * 

Ninth.  To  exclude  from  schools  children  under  6 years  of  age : Provided,  That 
in  cities  and  towns  in  which  the  kindergarten  has  been  adopted,  or  may  here- 
after be  adopted,  as  a part  of  the  public  primary  schools,  children  may  be 
admitted  to  such  kindergarten  classes  at  the  age  of  4 years.” 

These  are  the  only  provisions  relative  to  the  kindergarten  that  are  to  be 
found  in  our  statutes.  They  show  at  most  an  intention  on  the  part  of  the 


312  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


legislature  to  authorize  the  maintenance  by  any  district,  at  its  option,  of  kin- 
dergarten classes  for  the  doing  of  a special  work  preliminary  to  the  beginning 
of  what  is  generally  designated  as  primary  school  work.  The  fact  that  it  is 
entirely  optional  with  any  district  to  do  or  not  to  do  this  preliminary  special 
work  is  alone  sufficient  to  exclude  kindergarten  classes  from  the  uniform  and 
mandatory  system  of  common  schools  called  for  by  section  5 of  article  9 of 
the  constitution ; and,  consequently,  from  the  term  “ primary  and  grammar 
schools,”  as  those  words  are  used  in  section  6 of  the  same  article,  in  relation 
to  the  use  which  may  be  made  of  the  general  state  school  funds,  and  relegate 
them  to  that  portion  of  the  “ public  school  system  ” which  includes  schools 
constituted  by  municipal  or  district  authority  and  maintained  from  other 
sources.  In  view  of  this  fact,  the  fact  that  the  legislature  may  have  declared 
that  when  the  kindergarten  is  adopted  by  any  district  it  shall  be  a part  of 
the  public  primary  schools,  is  unavailing,  so  far  as  the  question  under  con- 
sideration is  concerned.  Such  a declaration  might  make  it  a part  of  the  public 
school  system,  maintainable  from  other  sources  than  the  state  fund,  but 
could  not  operate  to  bring  it  within  the  uniform  and  mandatory  system  of 
common  schools  applicable  in  every  district,  and  to  the  support  of  which  the 
general  state  funds  must  be  exclusively  applied,  any  more  than  could  a declara- 
tion in  regard  to  a technical  or  high  school  established  by  a district,  to  the 
effect  that  the  same,  if  established,  shall  be  a part  of  the  public  grammar 
schools,  make  such  school  a part  of  such  system.  It  must  be  borne  in  mind 
that  we  are  not  in  any  way  questioning  the  power  of  the  legislature  to  add  to  or 
take  from  the  course  of  study  to  be  pursued  in  the  “common  schools”  of 
the  State,  but  are  simply  discussing  the  status  of  a system  useful  only  for 
the  training  of  children  who  have  not  attained  the  ordinary  school  age,  which 
it  is  left  optional  with  a district  to  adopt  or  not  to  adopt,  in  its  relation  to  the 
“ common  schools  ” of  the  State,  to  which  alone  any  portion . of  the  general 
state  fund  may  be  devoted,  and  our  conclusion  is  that  it  is  no  more  a part 
of  such  common  schools  than  is  the  high  or  technical  school.  Under  these  cir- 
cumstances the  case  of  Stockton  School  District  v.  Wright,  supra,  is  conclusive 
against  plaintiff’s  claim. 

We  have  no  disposition  to  question  the  correctness  of  the  decision  in  Sinnott 
v.  Colombet,  supra.  That  case  involved  the  question  as  to  the  right  of  a 
teacher  holding  a special  certificate  for  kindergarten  work  to  be  paid  for  her 
services  in  teaching  kindergarten  classes  from  the  “ grammar  and  primary 
school  fund  ” of  the  city  of  San  Jose,  which  fund  consisted  of  money  levied 
and  collected  by  said  city  for  school  purposes  within  its  limits  other  than 
for  the  maintenance  of  high  schools.  The  kindergarten  system  had  been 
adopted  by  the  city  board  of  education  as  a special  study  to  be  taught  in  the 
public  schools  of  said  city.  There  was  no  question  in  that  case  as  to  whether 
the  kindergarten  so  adopted  had  become  a part  of  the  “ common  school  sys- 
tem ” of  the  State,  for  the  support  of  which  general  state  school  money  could 
be  used,  and  that  question  was  in  no  way  discussed.  The  decision,  in  effect, 
goes  simply  this  far — that  when  a city  has  adopted  this  special  system,  the 
kindergarten  becomes  a part  of  the  primary  schools  of  such  city,  to  the  extent 
that  it  may  legally  be  maintained  at  the  expense  of  the  city,  just  as  a high 
or  technical  school  may  be  so  maintained,  and  does  not  compel  a conclusion 
that  the  adoption  by  a district  of  this  special  system  makes  it  a part  of  the 
“ common  schools  ” of  the  State,  or  a part  of  the  “ primary  schools  ” of  the  State, 
within  the  meaning  of  those  words  as  used  in  the  constitution.  To  construe 
the  decision  as  warranting  any  such  conclusion  would,  in  our  judgment,  make 
it  clearly  opposed  to  the  plain  intent  of  the  constitution.  We  are  inclined  to 
the  opinion  that  the  language  of  section  6 of  article  9 of  the  constitution  is 
broad  enough  to  authorize  provision  by  the  legislature  for  the  establishment 
by  districts,  at  their  option,  of  kindergarten  schools,  as  a part  of  the  public 
school  system  of  the  State,  supported  from  other  sources  than  general  state 
school  money.  At  any  rate,  there  is  therein  no  express  prohibition  of  any 
such  provision,  and  the  case  of  Sinnott  v.  Colombet,  supra,  is  authority  for 
the  proposition  that  this  may  be  done. 

The  conclusion  we  have  reached  probably  avoids  all  constitutional  objec- 
tions that  may  be  successfully  made  to  the  legislation  relative  to  the  kinder- 
garten. Construed  in  this  way,  such  legislation  does  not  conflict  with  the 
requirements  of  the  constitution  for  a uniform  system  of  common  schools  in 
every  district  of  the  State,  for  which  alone  the  general  state  school  money 
shall  be  used.  This  construction,  we  think,  also  overcomes  the  objection  that 
if  the  kindergarten  law  is  applicable  only  to  “cities  and  towns,”  it  is  violative 


RECENT  SUPREME  COURT  DECISIONS. 


313 


of  other  provisions  of  the  constitution  relative  to  local  or  special  laws.  Regard- 
ing the  kindergartens  as  a special  mode  of  education,  to  be  adopted  and  main- 
tained at  their  own  expense  by  such  communities  as  desire  them,  there  appear 
to  be  natural  and  intrinsic  reasons  which  would  warrant  legislation  making 
provision  for  their  establishment  in  cities  and  towns,  for  we  can  not  conceive 
that  there  could  be  any  demand  for  or  any  possibility  of  the  successful  prac- 
tical working  of  such  a system  outside  of  the  centers  of  population,  such  as 
cities  and  towns,  where  there  are  a sufficient  number  of  children  of  kinder- 
garten age  near  enough  to  the  school  to  avail  themselves  of  the  privilege 
thereof. 

The  alternative  writ  of  mandate  heretofore  issued  is  discharged  and  the 
application  for  a peremptory  writ  is  denied. 

We  concur: 

McFarland,  J. 

Van  Dyke,  J. 

Henshaw,  J. 

Lorigan,  J. 

Beatty,  J. 

Shaw,  J.,  deeming  himself  disqualified,  does  not  participate  in  the  foregoing. 


SECTARIAN  INSTRUCTION— BIBLE  READING. 


V.  New  York. 

[O’Connor  v.  Hendrick,  school  trustee,  et  al.  (Court  of  Appeals  of  New  York,  April  17, 

1906),  77  N.  E.,  612.] 

Appeal  from  supreme  court,  appellate  division,  fourth  department. 

Action  by  Nora  O’Connor  against  Patrick  Hendrick,  trustee  of  school  district 
No.  9,  town  of  Lima,  and  others.  From  a judgment  of  the  appellate  division 
(96  N.  Y.  Supp.,  161,  109  App.  Div.,  361),  affirming  the  judgment  in  favor  of 
defendants,  plaintiff  appeals.  Affirmed. 

The  plaintiff  and  Elizabeth  E.  Dowd,  being  teachers  duly  licensed  to  teach 
in  the  common  schools  of  this  State,  entered  into  contracts  with  the  board  of 
trustees  of  school  district  No.  9,  in  the  town  of  Lima,  county  of  Livingston,  in 
the  autumn  of  1902,  to  teach  in  the  public  school  of  said  district  for  a term  of 
thirty-six  consecutive  weeks  at  a specified  rate  of  compensation.  While  so 
engaged  in  teaching  they  wore  the  distinctive  dress  or  costume  of  a religious 
society  connected  with  the  Roman  Catholic  Church,  of  which  they  were  mem- 
bers, which  society  is  known  as  the  “ Order  of  the  Sisterhood  of  St.  Joseph.” 
On  May  28,  1903,  the  state  superintendent  of  public  instruction  promulgated  a 
decision  made  by  him  upon  an  appeal  under  the  consolidated  school  law  (Laws 
1894,  p.  1278,  chap.  556,  title  14),  in  which  he  declared  that  the  wearing  of  an 
unusual  dress  or  garb,  worn  exclusively  by  members  of  one  religious  denomina- 
tion for  the  purpose  of  indicating  membership  in  that  denomination,  by  the 
teachers  in  the  public  schools  during  school  hours  while  teaching  therein,  con- 
stitutes a sectarian  influence  and  the  teaching  of  a denominational  tenet  or 
doctrine,  which  ought  not  to  be  persisted  in.  The  decision  further  declared  it 
to  be  the  duty  of  the  school  authorities  to  require  such  teachers  to  discontinue 
the  wearing  of  such  dress  or  garb  while  in  the  public  school  room  and  in  the 
performance  of  their  duties  as  teachers  therein,  and  it  directed  Patrick  Hendrick, 
one  of  the  defendants  herein,  as  sole  trustee  of  school  district  No.  9,  in  the 
town  of  Lima,  Livingston  County,  to  notify  the  plaintiff  and  Elizabeth  E.  Dowd 
forthwith  to  discontinue,  during  the  school  hours  of  each  school  day,  the  wearing 
of  the  distinctive  dress  of  the  sisterhood  to  which  they  belonged,  and  com- 
manded him  to  dismiss  them  if  they  refused  to  comply  with  this  requirement. 
On  May  29,  1903,  the  said  Patrick  Hendrick  notified  the  plaintiff  and  Elizabeth 
E.  Dowd  of  the  contents  of  the  decision.  Notwithstanding  this  notification  they 
continued  to  teach  school  wearing  the  prohibited  garb  up  to  June  19,  1903,  which 
was  the  end  of  the  school  year.  Mr.  Hendrick,  the  school  trustee,  does  not 
appear  to  have  made  any  effort  to  remove  or  dismiss  them.  The  present  action 
was  brought  against  him  by  the  plaintiff,  in  her  own  behalf  and  as  assignee  of 


314  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


the  claim  of  Elizabeth  E.  Dowd,  to  recover  a balance  of  $79.20  alleged  to  be 
due  under  their  contracts  with  the  school  district.  Mr.  Hendrick  defended  on 
the  ground  that  the  plaintiff  and  her  assignor  had  lost  all  right  to  recover  any- 
thing under  their  contracts  by  reason  of  the  fact  that  they  had  continued  to 
wear  the  distinctive  costume  of  the  religious  sisterhood  to  which  they  belonged, 
while  engaged  in  teaching,  after  they  had  received  notice  of  the  aforesaid 
decision  of  the  state  superintendent  of  public  instruction.  The  other  defendants, 
who  were  taxpayers  allowed  to  intervene  at  their  own  instance,  also  interposed 
an  answer  setting  up  a similar  defense.  The  case  was  tried  by  consent  without* 
a jury  before  a justice  of  the  supreme  court,  who  held  that  the  plaintiff  was 
entitled  to  recover  $25.20,  being  the  amount  of  the  compensation  of  the  two 
teachers  which  had  been  earned,  but  not  paid,  prior  to  the  time  when  they  were 
notified  of  the  superintendent’s  decision.  He  held,  however,  that  the  plaintiff 
and  her  assignor  were  not  entitled  to  recover  for  any  services  rendered  during 
the  three  weeks  in  which  they  continued  to  teach  after  the  decision  of  the 
superintendent  had  been  brought  to  their  attention.  From  the  judgment  ren- 
dered at  the  trial  term  the  plaintiff  appealed  to  the  appellate  division,  where 
that  judgment  has  been  affirmed  by  a divided  court. 

Willard  Bartlett,  J.  (after  stating  the  facts).  The  real  question  in  this 
case  is  whether  the  plaintiff  and  the  plaintiff’s  assignor  lost  their  right  to  any 
further  compensation  under  their  contract  of  service  as  teachers  by  reason  of 
their  refusal  to  comply  with  a regulation  established  by  the  state  superintendent 
of  public  instruction,  which  in  effect  prohibited  teachers  from  wearing  a dis- 
tinctive religious  garb  while  engaged  in  the  work  of  teaching.  The  order  made 
by  the  superintendent  on  the  subject  was  in  form  the  decision  of  an  appeal. 
The  consolidated  school  law  as  then  in  force  provided  for  certain  appeals  to 
the  state  superintendent  of  public  instruction  by  any  person  conceiving  himself 
aggrieved  in  consequence  of  any  decision  made  by  various  officers,  including  a 
decision  by  the  trustees  of  any  district  in  paying  any  teacher.  (Laws,  1894, 
p.  1278,  chap.  556,  title  14,  sec.  1.)  One  Alfred  K.  Bates  prosecuted  an  appeal 
under  the  statute  to  review  the  action  of  Patrick  Hendrick  as  school  trustee 
of  school  district  No.  9,  in  the  town  of  Lima,  in  employing  the  plaintiff  and 
Elizabeth  E.  Dowd  as  teachers,  and  allowing  them  to  teach  while  wearing 
the  distinctive  dress  of  the  Roman  Catholic  religious  order  known  as  the 
“ Sisterhood  of  St.  Joseph,”  and  it  was  upon  this  appeal  that  the  superin- 
tendent promulgated  the  order  prohibiting  teachers  from  wearing  the  costume 
in  question  while  engaged  in  the  actual  work  of  teaching.  Neither  the  plaintiff 
nor  Elizabeth  E.  Dowd  was  a party  to  the  proceedings  thus  brought  before  the 
superintendent,  nor  does  it  appear  that  they  had  any  knowledge  of  it  while  it 
was  pending.  It  is  plain,  therefore,  that  it  could  have  had  no  effect  upon  their 
rights  considered  as  a judicial  decision  or  prior  adjudication.  It  seems  to  me, 
however,  that  it  may  be  and  should  be  viewed  in  another  light,  and,  if  thus  re- 
garded, that  it  constituted  a rule  of  conduct  which  the  plaintiff  and  her  fellow- 
teacher  were  bound  to  obey.  Although  a decision  in  form,  it  was  in  fact  a 
regulation  in  regard  to  the  management  of  the  common  schools  which  the 
superintendent  had  the  right  to  establish,  provided,  only,  that  it  was  reasonable 
in  its  character  and  not  in  conflict  with  the  laws  of  the  state  or  public  policy. 

While  it  is  true  that  there  is  no  express  grant  of  authority  to  the  state 
superintendent  of  public  instruction  (now  the  commissioner  of  education  under 
unification  act,  Laws  1904,  p.  94,  chap.  40)  in  the  consolidated  school  law 
to  establish  regulations  as  to  the  management  of  the  common  schools,  the 
existence  of  a general  power  of  supervision  on  his  part  over  such  schools  is 
clearly  implied  in  many  parts  of  the  statute.  Among  other  things  he  was  re- 
quired, so  far  as  he  could  consistently  with  his  other  duties,  to  visit  such  of 
the  common  schools  as  he  saw  fit,  and  inquire  into  their  course  of  instruction, 
management,  and  discipline,  and  advise  and  encourage  the  pupils,  teachers,  and 
officers  thereof.  (Consolidated  school  law,  Laws  1894,  p.  1185,  chap.  556, 
title  1,  sec.  8.)  The  statute  further  prescribed  that  he  should  submit  to  the 
legislature  an  annual  report  containing,  among  other  things,  “a  statement  of 
the  condition  of  the  common  schools  of  the  State,  and  of  all  other  schools  and 
institutions  under  his  supervision,  and  subject  to  his  visitation  as  superin- 
tendent.” (Laws,  1894,  p.  1185,  chap.  556,  title  1,  sec.  9,  subd.  1.)  It  also 
gave  him  the  power  to  remove  any  school  commissioner  or  other  school  officer 
whenever  it  should  be  proved  to  his  satisfaction  that  any  such  school  com- 
missioner had  been  guilty  of  any  willful  violation  or  neglect  of  duty  under  the 
statute  or  of  “ willfully  disobeying  any  decision,  order,  or  regulation  ” of  the 
superintendent.  (Title  1,  sec.  13.) 


RECENT  SUPREME  COURT  DECISIONS. 


315 


The  authority  to  remove  an  officer  for  the  willful  disobedience  of  a regulation 
of  the  superintendent  necessarily  implies  a power  on  the  part  of  the  superin- 
tendent to  make  regulations ; and,  as  £as  already  been  suggested,  if  the  superin- 
tendent possessed  the  power  to  establish  regulations  in  regard  to  the  manage- 
ment of  the  common  schools,  the  courts  will  not  pronounce  such  regulations 
invalid  unless  they  are  unlawful  or  unreasonable.  In  arriving  at  a determina- 
tion as  to  its  validity  a regulation  in  reference  to  the  management  of  the  com- 
mon schools  established  by  an  officer  under  statutory  authority  is  to  be  tested  by 
rules  similar  to  those  which  would  apply  in  the  case  of  a municipal  ordinance, 
as  to  which  the  rule  is  that  “ ordinances  passed  in  virtue  of  the  implied  power 
must  be  reasonable,  consonant  with  the  general  powers  and  purposes  of  the 
corporation,  and  not  inconsistent  with  the  laws  or  policy  of  the  State.”  ( I Dil- 
lon’s Municipal  Corporations  (4th  Ed.),  section  319.)  The  rule  which  seems 
to  be  applicable  here  was  enunciated  and  applied  by  the  supreme  court  of 
Illinois  in  the  case  of  Rulison  v.  Post  (79  111.,  567),  where  the  statutory  duties 
of  school  directors  were  under  consideration,  and  it  was  said : “ In  the  per- 
formance of  their  duty  in  carrying  the  law  into  effect,  the  directors  may  pre- 
scribe proper  rules  and  regulations  for  the  government  of  the  schools  of  their 
district,  and  enforce  them.  They  may,  no  doubt,  classify  the  scholars,  regulate 
their  studies  and  their  deportment,  the  hours  to  be  taught,  besides  the  per- 
formance of  other  duties  necessary  to  promote  the  success  and  secure  the  well- 
being of  such  schools.  But  all  such  rules  and  regulations  must  be  reasonable, 
and  calculated  to  promote  the  objects  of  the  law — the  conferring  of  such  an 
education  upon  all,  free  of  charge.”  Another  case  involving  a similar  question 
is  Trustees  of  Schools  v.  People  (87  111.,  303,  29  Am.  Rep.,  55),  where  it  was 
held  that  a regulation  by  school  trustees  excluding  a pupil  from  a high  school 
because  his  father  did  not  wish  him  to  study  grammar  therein  was  arbitrary 
and  unreasonable  and  could  not  be  enforced. 

We  are  thus  brought  to  the  question  whether  in  this  State  a regulation  is  to 
be  deemed  unreasonable  which  prohibits  teachers  in  the  common  schools  from 
wearing  a distinctively  religious  garb  while  engaged  in  the  work  of  teaching. 
In  my  opinion  it  can  not  justly  be  so  regarded.  “Neither  the  State,”  says  the 
constitution,  “ nor  any  subdivision  thereof,  shall  use  its  property  or  credit  or  any 
public  money,  or  authorize  or  permit  either  to  be  used,  directly  or  indirectly,  in 
aid  or  maintenance,  other  than  for  examination  or  inspection,  of  any  school  or 
institution  of  learning  wholly  or  in  part  under  the  control  or  direction  of  any 
religious  denomination,  or  in  which  any  denominational  tenet  or  doctrine  is 
taught.”  (Constitution,  art.  9,  sec.  4.)  Here  we  have  the  plainest  pos- 
sible declaration  of  the  public  policy  of  the  State  as  opposed  to  the  prevalence 
of  sectarian  influences  in  the  public  schools.  The  regulation  established  by  the 
state  superintendent  of  public  instruction  through  the  agency  of  his  order  in 
the  Bates  appeal  is  in  accord  with  the  public  policy  thus  evidenced  by  the 
fundamental  law.  There  can  be  little  doubt  that  the  effect  of  the  costume  worn 
by  these  Sisters  of  St.  Joseph  at  all  times  in  the  presence  of  their  pupils  would 
be  to  inspire  respect,  if  not  sympathy,  for  the  religious  denomination  to  which 
they  so  manifestly  belong.  To  this  extent  the  influence  was  sectarian,  even  if 
it  did  not  amount  to  the  teaching  of  denominational  doctrine.  A different  view 
was  taken  by  the  supreme  court  of  Pennsylvania  in  the  case  of  Hysong  v.  School 
District  (164  Pa.,  629,  654;  30  Atl.  482;  26  L.  R.  A.,  203;  44  Am.  St.  Rep.,  632), 
where  it  was  held  that  school  districts  might  employ  as  teachers  sisters  of  a 
religious  order  of  the  Roman  Catholic  Church,  and  permit  them  while  teaching 
to  wear  the  garb  of  their  order,  provided  no  religious  sectarian  instruction 
should  be  given,  nor  any  religious  sectarian  exercises  engaged  in.  There  was  a 
dissenting  opinion  in  that  case,  however,  strongly  reasoned  in  support  of  the 
conclusion  that  a school  conducted  similarly  to  that  in  the  case  at  bar  was  in 
effect  dominated  by  sectarian  influence.  The  teachers,  said  Mr.  Justice  Wil- 
liams in  this  dissenting  opinion,  “come  into  the  schools,  not  as  common-school 
teachers  or  as  civilians,  but  as  the  representatives  of  a particular  order  in  a 
particular  church,  whose  lives  have  been  dedicated  to  religious  work  under  the 
direction  of  that  church.  Now,  the  point  of  the  objection  is  not  that  their 
religion  disqualified  them.  It  does  not.  Nor  is  it  thought  that  church  mem- 
bership disqualifies  them.  It  does  not.  It  is  not  that  holding  an  ecclesiastical 
office  or  position  disqualifies,  for  it  does  not.  It  is  the  introduction  into  the 
schools  as  teachers  of  persons  who  are  by  their  striking  and  distinctive  eccle- 
siastical robes  necessarily  and  constantly  asserting  their  membership  in  a par- 
ticular church,  and  in  a religious  order  within  that  church,  and  the  subjection 
of  their  lives  to  the  direction  and  control  of  its  officers.” 


316  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


As  to  the  reasonableness  of  the  regulation  prohibiting  the  use  of  a distinctive 
religious  garb  by  teachers  in  the  common  schools,  some  other  considerations 
may  be  mentioned.  It  must  be  conceded  that  some  control  over  the  habiliments 
of  teachers  is  essential  to  the  proper  conduct  of  such  schools.  Thus  grotesque 
vagaries  in  costume  could  not  be  permitted  without  being  destructive  of  good 
order  and  discipline.  So,  also,  it  would  be  manifestly  proper  to  prohibit  the 
wearing  of  badges  calculated  on  particular  occasions  to  constitute  cause  of 
offense  to  a considerable  number  of  pupils,  as,  for  example,  the  display  of 
orange  ribbons  in  a public  school  in  a Roman  Catholic  community  on  July  12. 
It  is  suggested  in  the  brief  of  the  learned  counsel  for  the  appellant  that  if  the 
state  superintendent  could  order  these  teachers  to  refrain  from  wearing  their 
distinctive  religious  costumes  he  could  just  as  lawfully  direct  them  to  don  a 
dress  of  any  other  pattern,  or  compel  a teacher  to  remove  a gown  because  it 
was  too  plain  or  too  gay,  or  that  he  might  order  the  principal  to  cut  off  his 
beard  or  color  his  mustache.  The  obvious  answer  to  these  suggestions  and 
others  of  a similar  character  is  that  no  regulation  would  be  valid  which  was 
manifestly  unreasonable,  because  it  would  then  be  unauthorized  by  law. 

The  views  which  have  already  been  expressed  substantially  dispose  of  all  the 
points  argued  in  behalf  of  the  appellant,  as  well  as  those  suggested  in  the  dis- 
senting opinion  below,  except  the  proposition  that  the  state  superintendent  had 
no  right  to  annul  a valid  contract  between  a teacher  and  the  school  district  by 
which  she  was  employed.  The  proposition  is  correct,  but  it  has  no  application 
in  the  present  case,  because  a contract  between  the  trustees  and  the  teacher 
of  a common  school  is,  by  implication,  subject  to  the  power  of  the  superintend- 
ent to  make  reasonable  regulations  as  to  the  management  of  the  school.  This 
being  the  case,  the  superintendent  does  not  annul  a valid  contract  by  insisting 
that  such  reasonable  regulations  shall  be  observed,  for  by  entering  into  the 
contract  the  teacher  assumes  the  implied  obligation  to  obey  such  regulations. 

It  follows  that  the  judgment  appealed  from  should  be  affirmed  with  costs. 
In  reaching  this  result,  however,  I do  not  wish  to  be  understood  as  acquiescing 
in  that  part  of  the  opinion  below  in  which  it  is  asserted  that  “ these  sisters 
should  never  be  permitted  to  teach  in  our  public  schools.”  There  is  no  reason 
either  in  morals  or  in  law  why  they  or  any  other  qualified  persons  should  not 
be  allowed  thus  to  teach,  whatever  may  be  their  religious  convictions,  pro- 
vided that  they  do  not  by  their  acts  as  teacher  promote  any  denominational 
doctrine  or  tenet. 


VI.  Texas. 

[Church  v.  Bullock  et  al.  (Supreme  Court  of  Texas,  April  8,  1908),  109  S.  W.,  115.] 

Error  to  court  of  civil  appeals  of  fifth  supreme  judicial  district. 

Mandamus  by  E.  H.  Church  and  others  against  W.  L.  Bullock  and  others, 
board  of  trustees  of  an  independent  school  district,  to  command  the  trustees  to 
desist  from  conducting  certain  exercises  in  the  schools.  There  was  a judgment 
of  the  court  of  civil  appeals  (100  S.  W.,  1025)  affirming  a judgment  for  defend- 
ants, and  plaintiffs  bring  error.  Affirmed. 

Brown,  J.,  we  adopt  the  following  statement  of  the  case  and  the  conclusions 
of  fact  made  by  the  honorable  court  of  civil  appeals : 

“ This  is  an  action  for  mandamus  brought  in  the  district  court  by  appellees 
against  the  board  of  trustees  of  the  public  school  of  the  city  of  Corsicana, 
appellees  commanding  said  trustees  to  desist  from  conducting  certain  exercises 
in  said  school  which  are  alleged  to  be  religious  and  sectarian.  Defendants 
answered  by  general  denial  and  specially,  in  substance,  that  said  exercises  were 
neither  religious  nor  sectarian  in  the  sense  prohibited  by  the  constitution  or 
laws  of  this  State.  A trial  before  the  court  without  a jury  resulted  in  favor  of 
defendants,  and  the  plaintiffs  appeal.  The  evidence  shows  that  E.  H.  Church 
does  not  believe  in  the  inspiration  of  the  Bible,  that  J.  B.  Jackson  and  Mrs.  Lita 
Garrity  are  Roman  Catholics,  and  that  M.  Cohen  and  Abe  Levine  are  Jews.  All 
of  said  parties  have  children  and  are  patrons  of  said  school.  Mrs.  Garrity  and 
E.  H.  Church  had  protested  to  said  trustees  and  teachers  against  the  conducting 
of  said  exercises.  Jackson,  Cohen,  and  Levine  had  made  no  protest.  The 
protest  made  had  been  disregarded  by  said  trustees,  and  their  action  sustained 
by  the  state  superintendent  of  public  instruction.  Said  exercises  were  con- 
ducted in  pursuance  of  the  following  resolution  adopted  by  the  board  of  school 


RECENT  SUPREME  COURT  DECISIONS. 


317 


trustees  of  the  city  of  Corsicana,  viz,  ‘ Whereas,  in  the  opinion  of  the  board  of 
school  trustees  of  the  Independent  school  district  of  the  city  of  Corsicana,  it 
would  tend  to  draw  the  attention  of  the  pupils  away  from  other  affairs  and 
concentrate  it  upon  the  school  work  and  would  also  tend  toward  an  uplift  of 
the  moral  tone  of  the  student  body,  to  have  the  daily  sessions  of  our  schools 
begin  with  appropriate  “ opening  exercises,”  therefore  be  it  resolved  by  said 
board  that  the  board  will  view  with  favor  the  inauguration  by  the  superin- 
tendent of  a morning  “ opening  exercise  ” in  the  high  school  and  in  all  the 
rooms  of  the  several  ward  schools,  in  which  a short  passage  of  the  Bible  may 
be  read,  without  comment,  by  the  teachers  in  charge,  the  Lord’s  Prayer  recited 
in  concert,  and  appropriate  songs  sung  by  the  pupils.  It  is  not  intended  by  the 
board,  however,  to  herein  prescribe  the  character  of  such  opening  exercises, 
but  is  simply  desired  to  indicate  to  the  superintendent  and  teachers  that  any 
reasonable  regulations  in  regard  to  such  morning  exercises  along  the  lines 
above  indicated,  established  by  the  superintendent  will  have  the  sanction  and 
approbation  of  the  board.’  The  exercises  complained  of  are : ‘ The  most  of  the 
teachers  (but  not  all  of  them)  read  every  morning  from  the  Bible  to  their 
classes,  and  the  pupils  in  almost  every  room  are  invited  to  join  in  the  recital 
of  the  Lord’s  Prayer,  and  in  all  the  rooms  songs  are  sung  by  the  pupils,  usually 
patriotic  songs  such  as  “America,”  and  the  songs  usually  found  in  the  music 
books  used  in  the  public  schools  of  Texas.  These  exercises  are  prescribed  by 
the  superintendent  of  the  city  schools  under  and  by  virtue  of  the  resolution 
shown  above,  and  constitute  a part  of  the  regular  order  of  every  day,  and  all 
children  attending  the  public  schools  of  Corsicana  are  expected  to  be  present 
during  such  exercises,  and  are  not  excused  therefrom,  and  are  marked  tardy 
if  not  present  when  such  exercises  begin.  No  pupil,  however,  is  required  by  the 
teacher  in  charge  to  take  any  active  personal  part  in  such  exercises,  though  all 
are  invited  by  the  teachers  to  do  so,  the  pupils  are  not  required  by  the  teacher 
to  repeat  the  Lord’s  Prayer  or  to  join  in  the  songs  sung,  but  are  invited  to  do 
so,  and  as  a matter  of  fact  as  a general  thing  nearly  all  pupils  join  in  the 
recital  of  the  Lords’  Prayer  and  in  the  singing.  The  only  requirement  made 
and  enforced  in  the  opening  exercises  of  the  school  is  that  the  pupil  shall  be 
present,  and  during  the  exercises  behave  in  an  orderly  manner.  The  only  atti- 
tude or  posture  which  pupils  are  requested  to  assume  during  the  exercises  in 
question  is  that  of  bowing  the  head  during  the  Lord’s  Prayer,  and  this  is  not 
required  by  the  teachers  of  the  pupils.’  Since  the  said  opening  exercises  have 
been  held,  beginning  with  the  opening  of  the  schools  in  September  last,  the 
selections  from  the  Bible,  which  have  been  read  in  the  several  rooms  of  the 
schools,  have  been  principally  passages  from  the  Old  Testament,  including 
selections  from  Psalms,  Proverbs,  and  some  of  the  old  familiar  stories  from 
the  Old  Testament.  The  selections  read  from  the  New  Testament  are  usually 
the  sermon  on  the  mount  and  passages  of  like  tenor.  In  all  reading  the  Bible 
used  is  King  James’s  version.  Since  the  practice  of  reading  of  the  Bible  was 
begun  as  aforesaid  in  said  schools  the  reading  by  the  several  teachers  has  been 
without  comment,  explanation,  or  attempt  at  interpretation  whatever. 

“ J.  W.  Cantwell,  superintendent,  testified  in  reference  to  the  character  of 
the  exercises,  as  follows : Some  of  the  teachers,  but  not  all  of  them,  read  from 
King  James’s  version  of  the  Bible,  without  comment,  select  passages  from  the 
Old  Testament,  Psalms,  and  Proverbs,  and  also  read  appropriate  Bible  stories, 
also  read  from  the  sermon  on  the  mount,  in  the  New  Testament,  and  the  teach- 
ers repeat,  in  concert  with  the  children,  the  Lord’s  Prayer,  and  sing  appropriate 
songs.  Witness  warned  the  teachers  not  to  read  anything  that  would  be  objec- 
tionable from  the  New  Testament.  The  songs  that  have  been  sung  are  mostly 
patriotic  and  selected  from  the  song  books  used  in  the  schools.  The.  Bible 
stories  read  were  such  as  the  life  of  Moses,  Joseph,  and  the  other  historical 
characters  of  the  Bible.  It  was  discretionary  with  the  superintendent  (wit- 
ness) as  to  what  portion  of  the  Bible  should  be  read,  and  he  instructed  the 
teachers  wThat  should  and  should  not  be  read.  The  children  are  not  compelled 
to  join  in  repeating  the  Lord’s  Prayer,  nor  to  join  in  the  singing,  but  are  in- 
vited to  do  so.  The  children  are  invited  to  join  in  the  exercises,  but  are  not 
required  to  do  so.  They  are  not  required  to  repeat  the  Lord’s  Prayer  or  join  in 
singing.  They  are  required  to  be  present,  and  are  marked  tardy  if  absent. 
The  purpose  of  the  exercises  is  for  the  moral  instruction  of  the  children.  They 
are  not  sectarian.  In  preparing  for  a Christmas  celebration  in  the  primary 
department,  in  the  room  of  Miss  Sallie  Evans,  some  songs  were  sung  which 
were  objected  to  by  Rabbi  Stolnitz  as  being  sectarian,  and  I had  it  stopped. 
Witness  instructed  the  teachers  that  they  must  not  read  any  sectarian  passages 


318  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


from  the  Bible,  nor  sing  any  objectionable  songs.  The  children  are  invited  to 
stand  up  or  bow  their  heads  during  the  repeating  of  the  Lord’s  Prayer,  but 
are  not  forced  to  do  so.  They  are  expected  to  be  orderly  and  respectful  during 
the  exercises,  if  they  do  not  join  in  them.  All  of  the  teachers  do  not  have  the 
same  exercises.  Those  teachers  who  use  the  Bible  do  not  always  do  so,  but 
vary  by  substituting  standard  works  of  literature.  The  reading  of  the  Bible 
and  repeating  of  the  Lord’s  Prayer  is  not  compulsory. 

“ The  ten  assignments  of  error  presented  by  the  appellants  will  be  embraced 
in  three  propositions,  to  wit:  (1)  The  said  exercises  converted  the  schoolroom 
into  a place  of  worship,  within  the  intent  and  meaning  of  section  G,  art.  1,  of 
the  constitution.  (2)  The  said  exercises  rendered  the  public  schools  ‘ sectarian  ’ 
within  the  intent  and  meaning  of  section  7,  article  3,  and  of  section  5,  article  7, 
of  the  constitution.  (3)  The  said  exercises  converted  the  public  schools  into  a 
sect,  religious  society,  theological  or  religious  seminary,  within  the  intent  and 
meaning  of  section  7,  article  1,  of  the  constitution. 

“ The  sections  of  the  constitution  referred  to  are : 

“ ‘Art.  1,  sec.  6.  All  men  have  a natural  and  indefeasible  right  to  worship 
Almighty  God  according  to  the  dictates  of  their  own  consciences.  No  man  shall 
be  compelled  to  attend,  erect,  or  support  any  place  of  worship  or  to  maintain 
any  ministry  against  his  consent.  No  human  authority  ought,  in  any  case 
whatever,  to  control  or  interfere  with  the  rights  of  conscience  in  matters  of 
religion,  and  no  preference  shall  ever  be  given  by  law  to  any  religious  society 
or  mode  of  worship.  But  it  shall  be  the  duty  of  the  legislature  to  pass  such 
laws  as  may  be  necessary  to  protect  equally  every  religious  denomination  in 
the  peaceable  enjoyment  of  its  own  mode  of  public  worship. 

“ ‘ Sec.  7.  No  money  shall  be  appropriated  or  drawn  from  the  treasury  for 
the  benefit  of  any  sect  or  religious  society,  theological  or  religious  seminary, 
nor  shall  property  belonging  to  the  State  be  appropriated  for  any  such  pur- 
poses.’ 

“ The  provisions  of  article  7,  section  5,  relate  to  the  school  fund,  and  provide 
that  none  of  said  money  shall  ‘ ever  be  appropriated  to  or  used  for  the  support 
of  any  sectarian  school.’  ” 

We  will  consider  the  three  propositions  upon  which  the  plaintiffs  in  error  rest 
their  case  in  the  inverse  order  of  their  statement  above. 

First.  Did  the  exercises  complained  of  convert  the  public  schools  into  a sect, 
religious  society,  theological  or  religious  seminary?  (1)  It  is  scarcely  neces- 
sary to  discuss  the  proposition  that  the  school  was  converted  into  a sect.  The 
word  “ sect  ” is  defined  in  the  Standard  Dictionary  as  “ a body  of  persons  dis- 
tinguished by  particularities  of  faith  and  practice  from  other  bodies  and  adher- 
ing to  the  same  general  system.”  The  exercises  detailed  in  the  testimony  in 
this  case  did  not  show  that  these  persons  were  associated  together  in  any  way 
whatever  except  in  the  character  of  a common  public  free  school.  (2)  “A  reli- 
gious society  is  a voluntary  association  of  individuals  or  families  united  for 
the  purpose  of  having  a common  place  of  worship  and  to  provide  a proper 
teacher  to  instruct  them  in  religious  doctrines  and  duties,  and  to  administer 
the  various  ordinances  of  religion.” — (24  Am.  and  Eng.  Ency.  Law,  2d  ed., 
327.)  The  school,  under  the  Evidence,  did  not  come  within  the  definition  of  a 
religious  society.  <3)  “A  seminary  is  a place  of  education  * * * specific- 

ally a school  for  the  education  of  men  for  the  priesthood  or  ministry.”— (25 
Am.  and  Eng.  Ency.  Law,  286.)  A seminary  being  “a  place  of  education,”  the 
adjectives  “ theological  or  religious  ” necessarily  give  to  it  the  meaning  of  a 
place  specifically  for  the  preparation  of  men  for  the  ministry,  or  at  least  for 
the  teaching  of  religious  doctrines.  The  words  are  commonly  so  used.  The 
evident  intention  of  the  convention  which  framed  the  constitution  was  to  pre- 
vent the  legislature  from  endowing  any  such  religious  or  theological  schools. 
The  school  at  Corsicana  was  organized  under  the  laws  of  the  State  of  Texas, 
and  while  it  might  be  perverted  in  actual  instruction  to  purposes  foreign  to  its 
organization,  it  would  not  be  a theological  or  religious  seminary  because  some 
acts  of  worship  were  performed  there. 

Second.  The  word  “ sectarian  ” is  defined  by  the  Standard  Dictionary  as 
“ pertaining  to,  peculiar  to,  or  devoted  to  the  interest  of  a sect  or  sects ; espe- 
cially, marked  by  attachment  to  a sect  or  denomination.”  However  improper 
the  exercises  may  have  been,  there  is  nothing  in  the  evidence  to  show  that  they 
were  in  the  interest  of  or  forwarding  the  views  of  any  one  denomination  of 
people.  It  was  the  purpose  of  the  constitution  to  forbid  the  use  of  public 
funds  for  the  support  of  any  particular  denomination  of  religious  people, 
whether  they  be  Christians  or  of  other  religions.  The  school  was  not  rendered 


RECENT  SUPREME  COURT  DECISIONS. 


319 


sectarian  within  the  meaning  of  the  constitution  by  the  exercises  shown  to 
have  been  indulged  in  by  the  teachers. 

Third.  Did  the  exercises  which  the  evidence  shows  the  teachers  engaged  in 
convert  the  schoolroom  into  “ a place  of  worship  ” within  the  intent  and  mean- 
ing of  section  6,  article  1,  of  the  constitution?  A brief  statement  of  the  condi- 
tions that  existed  in  Texas  under  the  Mexican  Republic  will  aid  us  to  under- 
stand the  provisions  of  our  constitution.  Prior  to  the  revolution  of  1836  the 
Catholic  was  the  established  religion  of  the  Republic  of  Mexico,  and  all  citizens 
of  Texas  were  required  to  conform  to  the  teachings  of  that  church.  It  was  sup- 
ported by  the  Government,  and  by  taxation  the  citizens  were  compelled  to  con- 
tribute thereto.  One  of  the  charges  made  against  the  Republic  of  Mexico  in 
the  declaration  of  independence  was,  “ It  denies  us  the  right  of  worshiping  the 
Almighty  according  to  the  dictates  of  our  own  conscience  by  the  support  of  a 
national  religion  calculated  to  promote  the  temporal  interest  of  its  human 
functionaries  rather  than  the  glory  of  the  true  and  living  God.”  The  third 
division  of  the  declaration  of  rights  in  the  constitution  of  the  Republic  of 
Texas  reads  as  follows : “ No  preference  shall  be  given  by  lpw  to  any  religious 
denomination  or  mode  of  worship  over  another,  but  every  person  shall  be  per- 
mitted to  worship  God  according  to  the  dictates  of  his  own  conscience.”  The 
constitution  of  the  State  of  Texas,  framed  in  1845,  contains  practically  the  same 
provision  as  is  now  embraced  in  the  constitution  of  this  State  in  these  words : 
“ Sec.  4.  All  men  have  a natural  and  indefeasible  right  to  worship  God  accord- 
ing to  the  dictates  of  their  own  conscience ; no  man  shall  be  compelled  to  attend, 
erect,  or  support  any  place  of  worship,  or  to  maintain  any  ministry  against  his 
own  consent.” — (Const.  1845,  art.  1,  sec.  4.)  Thus  we  see  that  the  pro- 
vision in  our  constitution  was  a protest  against  the  policy  of  Mexico  in  estab- 
lishing and  maintaining  a church  of  state  and  compelling  conformity  thereto, 
and  was  intended  to  guard  against  any  such  action  in  the  future.  The  primary 
purpose  of  that  provision  of  the  constitution  was  to  prevent  the  legislature  from 
in  any  way  compelling  the  attendance  of  any  person  upon  the  worship  of  a par- 
ticular church  or  in  any  manner,  by  taxation  or  otherwise,  cause  any  citizen  to 
contribute  to  the  support  of  “ any  place  of  worship.”  As  used  in  the  constitu- 
tion the  phrase  “ place  of  worship  ” specifically  means  “ a place  where  a number 
of  persons  meet  together  for  the  purpose  of  worshiping  God.”  ( State  v.  Swink, 
20  N.  C.,  492.)  The  Century  Dictionary  gives  this  definition:  “A  building  or 
part  of  a building  set  apart  for  any  purpose — as  a place  of  worship.”  The 
worship  of  God  is  not  prohibited  in  any  place,  but  we  are  of  the  opinion  that 
the  spirit  of  the  constitution  would  include  any  place  at  which  the  worship 
might  be  indulged  in  so  continuously  and  in  such  a manner  as  to  give  it  the 
character  of  “a  place  of  worship.”  Buildings  and  institutions  erected  and 
maintained  by  the  State  can  not  be  used  for  such  purposes.  We  do  not  under- 
take to  state  any  rule  as  to  what  will  constitute  “ a place  of  worship.”  That 
must  necessarily  depend  upon  the  facts  of  each  case.  We  confine  ourselves  to 
the  decision  of  the  question,  Does  the  evidence  show  that  the  exercises  engaged 
in  by  the  teachers  of  the  school  at  Corsicana  constitute  the  school  building  “ a 
place  of  worship  ” within  the  meaning  of  the  constitution  ? 

To  hold  that  the  offering  of  prayers,  either  by  the  repetition  of  the  Lord’s 
prayer  or  otherwise,  the  singing  of  songs,  whether  devotional  or  not,  and  the 
reading  of  the  Bible,  make  the  place  where  such  is  done  a place  of  worship 
would  produce  intolerable  results.  The  house  of  representatives  and  the  senate 
of  the  state  legislature  each  elect  a chaplain,  who,  during  the  session,  daily 
offers  prayers  to  Almighty  God  in  behalf  of  the  State,  and  in  the  most  express 
manner  invokes  the  supervision  and  oversight  of  God  for  the  lawmakers.  In 
the  chapel  of  the  state  university  building  a religious  service,  consisting  of 
singing  songs,  reading  portions  of  the  Bible,  with  prayers  and  addresses  by 
ministers  and  others,  is  held  each  day.  The  Young  Men’s  Christian  Association 
hold  their  services  in  that  building  each  Lord’s  day,  and  the  Young  Women’s 
Christian  Association  has  a like  service  in  another  public  building.  At  the 
blind  institute  on  each  Lord’s  day  prayers  are  offered,  songs  are  sung,  Sunday 
school  is  taught,  and  addresses  made  to  the  children  with  regard  to  religious 
matters.  Devout  persons  visit  our  prisons  and  offer  prayers  for  those  who  are 
confined.  An  annual  appropriation  is  made  for  a chaplain  for  the  penitentiary. 
In  fact,  Christianity  is  so  interwoven  with  the  web  and  woof  of  the  state  govern- 
ment that  to  sustain  the  contention  that  the  constitution  prohibits  reading  the 
Bible,  offering  prayers,  or  singing  songs  of  a religious  character  in  any  public 
building  of  the  Government  would  produce  a condition  bordering  upon  moral 
anarchy.  The  absurd  and  hurtful  consequences  furnish  a strong  argument 


320 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


against  the  soundness  of  the  proposition.  The  right  to  instruct  the  young  in 
the  morality  of  the  Bible  might  be  carried  to  such  extent  in  the  public  schools 
as  would  make  it  obnoxious  to  the  constitutional  inhibition,  not  because  God 
is  worshiped,  but  because  by  the  character  of  the  services  the  place  would  be 
made  “ a place  of  worship.” 

There  is  no  difference  in  the  protection  given  by  our  constitution  between 
citizens  of  this  State  on  account  of  religious  beliefs;  all  are  embraced  in  its 
broad  language  and  are  entitled  to  the  protection  guaranteed  thereby;  but  it 
does  not  follow  that  one  or  more  individuals  have  the  right  to  have  the  courts 
deny  the  people  the  privilege  of  having  their  children  instructed  in  the  moral 
truths  of  the  Bible  because  such  objectors  do  not  desire  that  their  own  children 
shall  be  participants  therein.  This  would  be  to  starve  the  moral  and  spiritual 
natures  of  the  many  out  of  deference  to  the  few.  The  cases  are  in  conflict  upon 
the  questions  discussed  in  this  opinion,  but  we  believe  the  following  sustain 
our  conclusion  by  sound  reasoning:  Moore  v.  Monroe,  64  Iowa,  367;  20  N.  W., 
475 ; 52  Am.  Rep.,  444.  Pfeiffer  v.  Board  of  Education,  118  Mich.,  560 ; 77  N.  W., 
250  ; 42  L.  R.  A.,  536.  Hackett  v.  Brooksville  School,  120  Ky.,  608;  87  S.  W., 
792 ; 69  L.  R.  A.,  592 ; 117  Am.  St.  Rep.,  599. 

The  judgments  of  the  district  court  and  court  of  civil  appeals  are  affirmed. 


HEALTH  REGULATIONS — VACCINATION. 


VII.  Illinois. 

[People  v.  Board  of  Education  of  the  City  of  Chicago  (Supreme  Court  of  Illinois,  April  23, 
1908,  rehearing  denied  June  9,  1908),  84  N.  E.,  1046.] 

Appeal  from  circuit  court,  Cook  County ; J.  W.  Mack,  judge. 

Petition  for  mandamus  by  the  people,  on  relation  of  Louise  Jenkins,  against 
the  board  of  education  of  the  city  of  Chicago.  From  a judgment  dismissing  the 
petition  relator  appeals.  Reversed  and  remanded. 

Cartwright,  J.  Louise  Jenkins,  by  her  next  friend,  filed  her  petition  in  the 
name  of  the  people,  in  the  circuit  court  of  Cook  County,  against  the  board  of 
education  of  the  city  of  Chicago,  and  therein  alleged  that  she  was  a resident 
of  the  city,  6 years  of  age,  a daughter  of  D.  F.  D.  Jenkins,  a resident  and  tax- 
payer of  said  city,  and  that  on  October  29,  1907,  she  applied  for  admission  as  a 
pupil  to  the  John  Fiske  School,  which  she  was  entitled  to  attend,  and  was  denied 
admission  to  the  said  school  by  the  board  of  education  because  she  refused  to  be 
vaccinated,  and  she  prayed  for  a writ  of  mandamus  commanding  the  board  to 
admit  her  to  the  public  schools.  The  board  of  education  answered,  making  no 
denial  of  the  averments  of  fact  contained  in  the  petition,  which  were  therefore 
admitted  to  be  true,  but  setting  up  in  justification  of  the  exclusion  of  the  relator 
an  ordinance  of  the  city  of  Chicago  and  instructions  by  the  health  department 
to  enforce  such  ordinance.  The  relator  demurred  to  the  answer,  and  the  court 
overruled  the  demurrer.  The  relator  elected  to  stand  by  the  demurrer,  and 
judgment  was  entered  against  her,  dismissing  the  petition  and  for  costs.  An 
appeal  to  this  court  was  prayed  for,  and  the  trial  judge  certified  that  the  valid- 
ity of  the  city  ordinance  was  involved,  and  in  his  opinion  public  interest  re- 
quired that  an  appeal  should  be  taken  direct  to  this  court,  in  pursuance  of  sec- 
tion 118  of  the  practice  act.  (Laws  1907,  p.  467.)  The  appeal  was  allowed  and 
perfected,  and  the  record  has  been  filed  in  this  court. 

The  constitution  requires  the  general  assembly  to  provide  a thorough  and 
efficient  system  of  free  schools,  whereby  all  children  in  this  State  may  receive 
a good  common-school  education,  and  the  statute  provides  for  establishing  and 
keeping  in  operation  such  schools  for  the  accommodation  of  all  children  over  the 
age  of  6 and  under  the  age  of  21  years.  The  right  to  attend  the  public  school 
in  the  district  where  the  relator  resides  is  therefore  given  to  her  by  the  law, 
and  the  duty  to  admit  her  and,to  maintain  the  school  rests  upon  the  board  of 
education.  The  legislature  have  never  made  it  a condition  precedent  to  the 
exercise  of  the  legal  right  to  attend  the  public  schools  that  children  shall  be 
vaccinated,  and  the  question  whether  power  to  do  that  exists  is  not  involved  in 
this  case.  The  petition  alleges,  and  the  answer  does  not  deny,  that  the  de- 
fendants denied  to  the  relator  admission  to  the  John  Fiske  School,  but  the 


RECENT  SUPREME  COURT  DECISIONS. 


321 


answer  sets  up  as  justification  for  the  exclusion  an  ordinance  of  the  city  of 
Chicago.  Not  only  have  the  legislature  never  prescribed  vaccination  as  a con- 
dition to  the  enjoyment  of  the  legal  right  to  attend  public  schools,  but  they  have 
never  conferred  upon  cities  the  power  to  do  so.  If  the  city  of  Chicago  has  power 
to  pass  any  ordinance  on  the  subject,  the  power  is  derived  from  the  authority 
conferred  upon  the  city  council  to  appoint  a board  of  health  and  prescribe  its 
powers  and  duties,  to  do  all  acts  and  make  all  regulations  which  may  be  neces- 
sary or  expedient  for  the  promotion  of  health  or  the  suppression  of  disease,  and 
to  pass  all  ordinances  and  rules,  and  to  make  all  regulations  proper  or  necessary 
to  carry  into  effect  such  authority.  The  ordinance  set  out  in  the  answer  was 
passed  on  March  20,  1905,  and  the  only  section  relating  to  exclusion  from 
schools  is  section  1255,  which  is  as  follows:  “No  principal  or  person  in  charge 
or  control  of  any  school  shall  admit  to  such  school  any  child  who  shall  not  have 
been  vaccinated  within  seven  years  next  preceding  the  admission  or  application 
for  admission  to  any  such  school  of  such  child,  nor  shall  any  such  principal  or 
person  retain  in  or  permit  to  attend  any  such  school  any  child  who  shall  not 
have  been  vaccinated  as  provided  in  this  article.” 

The  general  police  powers  above  enumerated  to  pass  ordinances  and  make 
regulations  for  the  promotion  of  health  or  the  suppression  of  disease  do  not  in- 
clude the  passage  of  such  an  ordinance  as  this,  which  makes  vaccination  a con- 
dition precedent  to  the  right  to  an  education.  An  ordinance  passed  by  reason 
of  such  authority  must  be  reasonable  in  its  character  and  rest  upon  the  ground 
that  it  is  a necessary  means  of  preserving  the  public  health.  In  the  case  of 
Potts  v.  Breen  (167  111.,  67 ; 47  N.  E.,  81 ; '39  L.  R.  A.,  152 ; 59  Am.  St.  Rep.,  262) 
it  was  held  that  the  exclusion  of  a child  from  a public  school  because  of  a refusal 
to  be  vaccinated  can  only  be  justified  where  such  course  is  necessary,  or  reason- 
ably appears  to  be  necessary,  in  case  of  an  existing  or  threatened  epidemic  of 
smallpox,  and  to  prevent  the  spread  of  the  disease.  In  the  case  of  Lawbaugh 
v.  Board  of  Education  (177  111.,  572;  52  N.  E.,  850)  the  court  adhered  to  those 
principles,  and  declined  to  further  discuss  them,  although  earnestly  urged  to 
reconsider  the  former  decision.  Section  1255  is  null  and  void  and  affords  no 
justification  for  denying  relator  admission  to  the  John  Fiske  School,  whether 
the  denial  of  her  legal  right  was  at  the  instance  of  the  health  commissioner,  the 
health  department,  or  any  other  authority. 

The  only  other  section  of  the  ordinance  which  has  any  relation  to  schools, 
or  which  purports  to  give  any  authority  respecting  them  to  the  health  com- 
missioner or  health  department,  is  section  1253,  and  it  does  not  purport  to  give 
any  authority  to  exclude  children  from  schools.  It  provides  that  the  commis- 
sioner of  health,  or  any  officer  of  the  health  department  designated  and  author- 
ized to  act  by  such  commissioner,  shall  have  power  to  enter  any  of  certain  enu- 
merated buildings  and  places,  among  which  are  schoolhouses,  under  certain  cir- 
cumstances, and  that  such  commissioner  or  officer  shall  have  power  to  vaccinate 
any  person  found  in  such  building  or  place  whom  he  shall  deem  it  necessary 
or  advisable  to  vaccinate.  It  further  purports  to  authorize  the  commissioner, 
at  any  time  when  smallpox  is  prevalent  or  an  epidemic  of  smallpox  is  or  ap- 
pears to  be  imminent,  to  vaccinate  any  person  in  the  city  whom  he  shall  deem 
it  necessary  or  advisable  to  vaccinate,  provided  that  such  person  may  be  vac- 
cinated by  his  own  physician  in  a manner  satisfactory  to  the  commissioner. 
Although  this  section  is  set  out  at  length  in  the  answer,  it  is  not  alleged  that 
the  commissioner  was  attempting  to  vaccinate  the  relator,  and  no  justification 
under  its  provisions  is  attempted. 

Section  1035  of  the  ordinance  purports  to  give  to  the  commissioner  of  health 
power  to  make  such  rules  and  regulations  in  relation  to  the  sanitary  condition 
of  the  city  and  for  the  prevention  and  suppression  of  disease,  not  inconsistent 
with  the  municipal  code,  as  he  may  deem  necessary  or  advisable,  but  it  provides 
that  such  rules  and  regulations  shall  not  take  effect  and  be  in  force  until  ap- 
proved by  the  city  council,  except  in  cases  of  emergency.  The  answer  does  not 
allege  that  the  commissioner  of  health  made  any  rules  or  regulations  or  that 
any  were  approved  by  the  city  council.  The  section  further  provides  that  the 
commissioner  may  make  rules  and  regulations  for  the  preservation  of  the  public 
health  in  case  of  an  emergency  from  contagious  or  epidemic  disease  or  danger 
from  anticipated  or  impending  contagious  or  epidemic  disease,  but  such  emer- 
gency rules  and  regulations  shall,  as  soon  as  may  be  after  the  promulgating  of 
the  same,  be  reported  to  the  city  council  for  approval.  Here,  again,  it  does  not 
appear  that  the  commissioner  acted  under  any  provision  of  that  section,  or 


63470—09 21 


322  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


made  any  rule  or  regulation,  or  reported  any  to  the  city  council  after  promul- 
gation. 

These  provisions  of  the  ordinance  are  the  only  ones  that  could  in  any  event 
have  any  relation  to  attendance  upon  the  public  schools,  and  the  only  one  that 
was  enforced  against  the  relator  was  section  1255,  which  is  null  and  void.  The 
answer  alleged  as  a matter  of  fact,  that  on  October  29,  1907,  the  disease  of 
smallpox  was  prevalent  in  the  district  in  which  the  John  Fiske  School  was 
located,  within  such  a radius  as  to  make  it  dangerous  for  all  persons  therein 
residing  who  had  not  been  vaccinated ; that  the  commissioner  of  health  de- 
clared smallpox  to  be  epidemic  in  said  district,  and  instructions  were  given  by 
the  health  department  to  exclude  all  children  who  had  not  been  vaccinated  in 
accordance  with  the  terms  of  the  ordinance.  The  terms  of  the  ordinance  are 
that  no  child  shall  attend  the  public  schools  who  has  not  been  vaccinated  within 
seven  years,  and  do  not  constitute  a lawful  exercise  of  any  power  conferred 
upon  the  city.  The  health  commissioner  is  a purely  ministerial  officer  and  has 
no  legislative  powers  whatever.  The  ordinance  does  not  purport  to  give  him 
authority  to  exercise  such  powers  or  to  make  any  rules  or  regulations,  except 
in  cases  of  emergency,  until  they  can  be  reported  to  the  city  council  for  ap- 
proval or  rejection.  He  can  only  be  authorized  to  perform  administrative 
duties  in  pursuance  of  some  ordinance  of  the  city,  and  there  was  no  valid  ordi- 
nance authorizing  the  exclusion  of  relator  from  the  public  school  which  she 
had  a legal  right  to  attend.  There  is  nothing  in  the  nature  of  an  emergency  in 
the  occasional  recurrence  of  the  well-known  disease  of  smallpox  in  a city  like 
Chicago  which  may  not  be  provided  for  by  general  rules  and  regulations  pre- 
scribed by  the  legislative  authority  of  the  city.  The  board  of  education,  which 
has  charge  of  the  public  schools,  has  made  no  rule  or  regulation  on  the  subject 
of  such  epidemics,  and  neither  has  the  city  council.  The  answer  does  not  make 
known  any  ordinance,  rule,  or  regulation  for  the  exclusion  from  the  schools  of 
children  not  vaccinated  in  the  event  that  an  epidemic  of  smallpox  exists  in  the 
vicinity  of  a school  or  is  reasonably  apprehended,  and  in  our  opinion  the  court 
erred  in  overruling  the  demurrer. 

The  judgment  is  reversed,  and  the  cause  is  remanded  to  the  circuit  court,  with 
directions  to  sustain  the  demurrer. 

Reversed  and  remanded  with  directions. 


VIII.  North  Carolina. 

[Hutchins  v.  School  Committee  of  Town  of  Durham  (Supreme  Court  of  North  Carolina. 

November  30,  3904),  49  S.  E.,  46.] 

Appeal  from  superior  court,  Durham  County;  Bryan,  judge. 

Mandamus  by  J.  W.  Hutchins  to  compel  the  school  committee  of  the  town  of 
Durham  to  admit  plaintiff’s  daughter  to  the  school.  From  a judgment  for 
defendant  plaintiff  appeals.  Affirmed. 

Clark,  C.  J.  This  is  an  application  for  a mandamus  to  the  defendant  public 
school  committee  to  admit  the  daughter  of  the  plaintiff  to  the  public  schools. 
The  sole  question  presented  is  whether  the  following  resolution  is  a reasonable 
exercise  of  the  powers  of  the  school  committee  of  the  city  of  Durham : 
“ Whereas  from  the  report  and  recommendation  of  Dr.  N.  M.  Johnson,  super- 
intendent of  health  of  Durham  County,  in  the  judgment  of  this  committee,  gen- 
eral vaccination  of  teachers  and  children  attending  the  schools  is  desired  and 
required  for  the  public  safety:  Now,  therefore,  Be  it  resolved,  That  no  teacher  or 
pupil  be  allowed  to  attend  any  school  of  the  city  of  Durham  after  April  1,  1904, 
who  does  not  present  to  the  principal  of  such  school  a certificate  of  a physician 
of  the  city  showing  that  such  teacher  or  pupil  has  been  successfully  vaccinated 
within  three  years  from  that  time,  unless  such  person  has  been  vaccinated 
within  ten  days  preceding  the  date  he  or  she  presents  himself  or  herself  for 
such  attendance;  and  this  resolution  shall  be  a permanent  regulation  of  the 
schools.”  An  epidemic  of  smallpox  prevailed  in  the  city  of  Durham  and  its 
suburbs  last  spring,  not  less  than  1,000  persons  being  attacked,  and  the  above 
resolution  was  passed  as  a protection  to  the  2,500  children  in  the  schools 
of  that  city,  the  attendance  in  which  had  fallen  off  40  per  cent  by  reason  of  the 
fear  of  contagion.  These  facts  are  averred  in  the  answer  and  found  to  be  true 
by  the  judge.  In  our  judgment,  the  resolution  was  a proper  and  reasonable 
exercise  of  the  powers  of  the  defendant. 


RECENT  SUPREME  COURT  DECISIONS. 


323 


This  is  not  a question  of  compulsory  vaccination  under  legislative  authority — 
that  matter  was  before  us  and  settled  in  State  v.  Hay,  126  N.  C.  999,  35  S.  E. 
459,  49  L.  R.  A.  588,  78  Am.  St.  Rep.  691 — but  simply  whether,  if  a child  is  not 
vaccinated,  the  school  board  can,  as  a precautionary  measure,  exclude  all  such 
from  the  school,  by  a resolution,  under  the  power  given  in  the  charter  to  “ have 
entire  and  exclusive  control  of  the  public  school  interest  and  property  in  the 
town  of  Durham,  prescribe  rules  and  regulations,  * * * and  do  all  other 
acts  that  may  be  just  and  lawful  to  conduct  and  manage  the  public  school 
interests  in  said  town.”  A similar  resolution  passed  by  the  St.  Louis  board  of 
public  schools  was  held  reasonable  and  valid  In  re  Rebenack,  62  Mo.  App.,  8; 
the  court  saying : “ In  the  nature  of  things,  it  must  rest  with  the  boards  to 
determine  what  regulations  are  needful  for  a safe  and  proper  management  of 
the  schools,  and  for  the  physical  and  moral  health  of  the  pupils  intrusted  to 
their  care.  If  said  regulations  are  not  oppressive  or  arbitrary,  the  court  can 
not  or  should  not  interfere.”  The  same  ruling  was  made  as  to  a similar  reso- 
lution in  Duffield  v.  School  Dist.,  162  Pa.  476,  29  Atl.  742,  25  L.  R.  A.  152 ; the 
court  holding:  “A  school  board  has  power  to  adopt  reasonable  health  regula- 
tions for  the  benefit  of  pupils  and  the  general  public,  and  has  a right  to  exclude 
from  the  schools  those  who  do  not  comply  with  the  regulations  of  the  city 
authorities  and  the  school  board  requiring  a certificate  of  vaccination  as  a con- 
dition of  attendance.”  To  the  same  purport  it  is  said  in  State  v.  Zimmerman, 
86  Minn.  353,  90  N.  W.  783,  58  L.  R.  A.  78,  91  Am.  St.  Rep.  351 : “ The  welfare 
of  the  many  is  superior  to  that  of  the  few,  and,  as  regulations  compelling  vac- 
cination are  intended  and  enforced  solely  for  the  public  good,  the  rights  con- 
ferred thereby  are  primary  and  superior  to  the  right  of  any  pupil  to  attend  the 
public  schools.”  In  Blue  v.  Beach  (Ind.  Sup.)  56  N.  E.  89,  50  L.  R.  A.  64,  80 
Am.  St.  Rep.  195,  it  is  pointed  out  that  the  constitutional  guaranty  that  tuition 
shall  be  free  and  the  schools  equally  open  to  all  is  necessarily  subject  to  reason- 
able regulations  to  enforce  discipline  by  expulsion  of  the  disorderly,  and  protec- 
tion of  the  morals  and  health  of  the  pupils.  The  above  cases  are  cited  with 
approval  in  State  v.  Hay,  126  N.  C.  999,  35  S.  E.  459,  49  L.  R.  A.  588,  78  Am.  St. 
Rep.  691.  To  same  purport  is  Sherman  v.  Charleston,  8 Cush.  160,  where  Shaw, 
C.  J.,  says : “ The  right  to  attend  is  not  absolute,  but  one  to  be  enjoyed  by  all 
on  reasonable  conditions.” 

The  plaintiff  relies  upon  Potts  v.  Breen,  167  111.  67,  47  N.  E.  81,  39  L.  R.  A. 
152,  59  Am.  St.  Rep.  262,  that,  in  the  absence  of  express  legislative  power,  a 
resolution  requiring  vaccination  as  a prerequisite  to  attending  schools  is  unrea- 
sonable when  smallpox  does  not  exist  in  the  community  and  there  is  no  reason- 
able ground  to  apprehend  its  appearance.  We  are  not  inclined  to  follow  that 
authority.  With  the  present  rapid  means  of  intercommunication,  smallpox 
may  make  its  appearance  in  any  community  at  any  moment  without  any  notice 
given  beforehand,  and  incalculable  havoc  be  made,  especially  among  the  school 
children,  which  can  not  be  remedied  by  a subsequent  order  excluding  the  non- 
vaccinated.  “An  ounce  of  prevention  is  worth  a pound  of  cure.”  Besides,  that 
case  is  not  in  point  here,  where  smallpox  had  been  epidemic  and  was  still 
threatening.  The  language  of  the  resolution  making  it  “ permanent  ” will  not 
prevent  its  repeal  if  upon  the  subsidence  of  the  danger  the  school  board  of  that 
day  shall  deem  it  proper  to  repeal.  If  the  action  of  the  board  is  not  satisfac- 
tory to  the  public,  a new  board  will  be  elected  who  will  rescind  the  resolution. 

The  fact  that  it  would  be  dangerous  to  vaccinate  the  plaintiff’s  daughter, 
owing  to  her  physical  condition,  would  be  a defense  for  her  to  an  order  for 
general  compulsory  vaccination  (State  v.  Hay,  supra),  but  is  no  reason  why 
she  should  be  excepted  from  a resolution  excluding  from  the  school  all  children 
who  have  not  been  vaccinated.  That  she  can  not  safely  be  vaccinated  may 
make  it  preferable  that  she  herself  should  run  the  risk  of  taking  the  smallpox, 
but  is  no  reason  that  the  children  of  the  public  school  should  be  exposed  to  like 
risk  of  infection  through  her  or  others  in  like  case.  Though  the  school  chil- 
dren are  vaccinated,  there  are  always  some  whose  vaccination  is  imperfect,  and 
danger  to  them  should  not  be  increased  by  admitting  those  not  vaccinated  at 
all.  Besides,  a rule  not  enforced  to  all  alike  will  soon  cease  to  be  a rule  en- 
forceable at  all. 

No  error. 


824  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


IX.  New  York. 

[Viemeister  v.  White,  president  of  board  of  education,  et  al.  (Court  of  Appeals  of  New 
York,  October  18,  1904),  72  N.  E.,  97.] 

Appeal  from  supreme  court,  appellate  division,  second  department. 

Application  of  Edmund  C.  Viemeister  for  writ  of  mandamus  to  Patrick  J. 
White,  president  of  the  board  of  education  of  the  borough  of  Queens,  and  others. 
From  a judgment  of  the  appellate  division  (84  N.  Y.  Supp.,  712),  affirming  an 
order  of  the  special  term  denying  the  writ,  relator  appeals.  Affirmed. 

Vann,  J.  The  relator  moved  for  a writ  of  mandamus  to  compel  the  officers 
having  control  of  a public  school  in  the  county  of  Queens  to  readmit  his  child, 
a lad  10  years  of  age,  to  said  school  without  requiring  him  to  be  vaccinated. 
It  appeared  from  the  moving  papers  that  the  boy  had  been  in  regular  attend- 
ance at  the  school,  and  that  the  principal  thereof,  pursuant  to  the  instructions 
of  the  board  of  education,  had  excluded  him  therefrom,  because  he  refused  to 
be  vaccinated.  It  appeared  from  the  papers  read  in  opposition  to  the  motion 
that  when  the  relator’s  son  was  excluded  from  the  school  there  was  a regula- 
tion of  the  board  of  education  in  full  force  which  provided  that  “ no  pupil  shall 
be  allowed  to  attend  any  school,  nor  shall  any  teacher  be  empoyed  in  the  same, 
unless  such  pupil  or  teacher  has  been  vaccinated.”  It  further  appeared  that  the 
lad  had  never  been  vaccinated,  and  that  he  refused  to  submit  to  vaccination ; 
but  it  was  not  alleged  that  at  the  time  of  such  exclusion  smallpox  was  preva- 
lent in  the  neighborhood,  or  that  there  was  any  special  danger,  from  recent 
exposure  or  other  causes,  of  an  immediate  spread  of  the  disease. 

The  constitution  requires  the  legislature  to  “ provide  for  the  maintenance  and 
support  of  a system  of  free  common  schools,  wherein  all  the  children  of  this  State 
may  be  educated.”  Constitution,  article  9,  section  1.  The  public-health  law  pro- 
vides that  “ no  child  or  person  not  vaccinated  shall  be  admitted  or  received  into 
any  of  the  public  schools  of  the  State,  and  the  trustees  or  other  officers  having 
the  charge,  management,  or  control  of  such  schools  shall  cause  this  provision  of 
law  to  be  enforced.  They  may  adopt  a resolution  excluding  such  children  and 
persons  not  vaccinated  from  such  school  until  vaccinated.  * * * ” Public- 

health  law,  Laws,  1S93,  page  1495,  chapter  661,  section  200,  renumbered  section 
210  by  Laws  of  1900,  page  1484,  chapter  667,  section  2.  The  same  law  pro- 
vides for  the  free  vaccination  of  children  of  suitable  age  who  wish  to  attend 
the  public  schools,  provided  their  parents  or  guardians  are  unable  to  procure 
vaccination  for  them.  This  is  a reenactment  of  a statute  containing  the  same 
provisions  in  substance,  passed  in  I860,  which  remained  in  force  until  the  pas- 
sage of  the  public  health  law  in  1893.  Laws,  1860,  page  761,  chapter  438. 

The  question  presented  is  whether  the  legislature  is  prohibited  by  the  con- 
stitution from  enacting  that  such  children  as  have  not  been  vaccinated  shall  be 
excluded  from  the  public  schools.  The  appellant  claims  that  the  public-health 
law  places  an  unreasonable  restriction  upon  the  right  of.  his  child  to  attend 
school,  and  that  it  violates  the  section  of  the  constitution  already  quoted,  as 
well  as  the  general  guaranties  for  the  protection  of  the  rights,  privileges,  and 
liberties  of  the  citizen.  Constitution,  article  1,  sections  1,  6.  The  respondents 
claim  that  the  object  and  effect  of  such  legislation  is  the  protection  of  the 
public  health,  and  hence  that  it  is  a valid  exercise  of  the  police  power.  The 
police  power,  which  belongs  to  every  sovereign  State,  may  be  exerted  by  the 
legislature,  subject  to  the  limitations  of  the  constitution,  whenever  the  exercise 
thereof  will  promote  the  public  health,  safety,  or  welfare.  The  power  of  the 
legislature  to  decide  what  laws  are  necessary  to  secure  these  objects  is  subject 
to  the  power  of  the  courts  to  decide  whether  an  act  purporting  to  promote  the 
public  health  or  safety  has  such  a reasonable  connection  therewith  as  to  appear 
upon  inspection  to  be  adapted  to  that  end.  A statute  entitled  a health  law  must 
be  a health  law  in  fact  as  well  as  in  name,  and  must  not  attempt  in  the  name 
of  the  police  power  to  effect  a purpose  having  no  adequate  connection  with  the 
common  good.  As  we  have  recently  said,  it  “ must  tend  in  a degree  that  is 
perceptible  and  clear  toward  the  preservation  of  the  * * * health  * * * 

or  welfare  of  the  community,  as  those  words  have  been  used  and  construed  in 
the  many  cases  heretofore  decided.”  Health  Department  of  New  York  v.  Hec- 
tor, etc.,  145  N.  Y.,  32,  39;  39  N.  E.,  833;  45  Am.  Slat.  Rep.,  579.  When  the 
sole  object  and  general  tendency  of  legislation  is  to  promote  the  public  health, 
there  is  no  invasion  of  the  constitution,  even  if  the  enforcement  of  the  law 
interferes  to  some  extent  with  liberty  or  property.  These  principles  are  so 
well  established  as  to  require  no  discussion,  and  we  cite  but  a few  out  of  many 


RECENT  SUPREME  COURT  DECISIONS. 


325 


authorities  relating  to  the  subject.  (Matter  of  Jacobs,  98  N.  Y.,  98,  108;  50 
Am.  Rep.,  636.  People  v.  Marx,  99  N.  Y.,  377 ; 2 N.  E.,  29 ; 52  Am  Rep.,  34. 
People  v.  Arensberg,  105  N.  Y.,  123 ; 11  N.  E.,  277 ; 59  Am.  ltep.,  483.  People  v. 
(Jill son,  109  N.  Y.,  389;  17  N.  E.,  343;  4 Am.  Stat.  Rep.,  4(55.  People  v.  Ewer, 
141  N.  Y.,  129;  36  N.  E.,  4;  25  L.  R.  A.,  794  ; 38  Am.  Stat.  Rep.,  788.  People 
ex  rel.  Nechamcus  v.  Warden,  etc.,  144  N.  Y.,  529;  39  N.  E.,  686;  27  L.  R.  A., 
718.  People  v.  Havnor,  149  N.  Y.,  195 ; 43  N.  E.,  541 ; 31  L.  R.  A.,  689 ; 52  Am. 
Stat.  Rep.,  707.  People  v.  Adirondack  Ry.  Co.,  160  N.  Y.,  225,  236;  54  N.  E., 
6S9.  People  v.  Lochner,  177  N.  Y.,  145;  69  N.  E.,  373.) 

The  right  to  attend  the  public  schools  of  the  State  is  necessarily  subject  to 
some  restrictions  and  limitations  in  the  interest  of  the  public  health.  A child 
afflicted  with  leprosy,  smallpox,  scarlet  fever,  or  any  other  disease  which  is 
both  dangerous  and  contagious  may  be  lawfully  excluded  from  attendance  so 
long  as  the  danger  of  contagion  continues.  Public  health,  as  well  as  the  interest 
of  the  school,  requires  this,  as  otherwise  the  school  might  be  broken  up  and  a 
pestilence  spread  abroad  in  the  community.  So  a child  recently  exposed  to  such 
a disease  may  be  denied  the  privilege  of  our  schools  until  all  danger  shall  have 
passed.  Smallpox  is  known  of  all  to  be  a dangerous  and  contagious  disease. 
If  vaccination  strongly  tends  to  prevent  the  transmission  or  spread  of  this 
disease,  it  logically  follows  that  children  may  be  refused  admission  to  the 
public  schools  until  they  have  been  vaccinated.  The  appellant  claims  that  vac- 
cination does  not  tend  to  prevent  smallpox,  but  tends  to  bring  about  other 
diseases,  and  that  it  does  much  harm,  with  no  good. 

It  must  be  conceded  that  some  laymen,  both  learned  and  unlearned,  and  some 
physicians  of  great  skill  and  repute,  do  not  believe  that  vaccination  is  a pre- 
ventive of  smallpox.  The  common  belief,  however,  is  that  it  has  a decided 
tendency  to  prevent  the  spread  of  this  fearful  disease  and  to  render  it  less 
dangerous  to  those  who  contract  it.  While  not  accepted  by  all,  it  is  accepted 
by  the  mass  of  the  people,  as  well  as  by  most  members  of  the  medical  profes- 
sion. It  has  been  general  in  our  State  and  in  most  civilized  nations  for  genera- 
tions. It  is  generally  accepted  in  theory  and  generally  applied  in  practice,  both 
by  the  voluntary  action  of  the  people  and  in  obedience  to  the  command  of  law. 
Nearly  every  State  of  the  Union  has  statutes  to  encourage  or  directly  or  indi- 
rectly to  require  vaccination,  and  this  is  true  of  most  nations  of  Europe.  It  is 
required  in  nearly  all  the  armies  and  navies  of  the  world.  Vaccination  has 
been  compulsory  in  England  since  1854,  and  the  last  act  upon  the  subject, 
passed  in  1898,  requires  every  child  born  in  England  to  be  vaccinated  within  six 
months  of  its  birth.  It  became  compulsory  in  Bavaria  in  1807;  Denmark,  1810; 
Sweden,  1814;  Wurttemberg,  Hesse,  and  other  German  States,  1818;  Prussia, 
1835;  Roumania,  1874;  Hungary,  1876;  and  Servia,  1881.  It  is  aided,  encour- 
aged, and  to  some  extent  compelled,  in  the  other  European  nations.  (24  Enc. 
Brit.,  30.)  It  is  compulsory  in  but  few  States  and  cities  in  this  country,  but  it 
is  countenanced  or  promoted  in  substantially  all,  and  statutes  requiring  chil- 
dren to  be  vaccinated  in  order  to  attend  the  public  schools  have  generally  been 
sustained  by  the  courts.  (Abeel  v.  Clark,  84  Cal.,  226;  24  Pac.,  383.  Bissell  v . 
Davison,  65  Conn.,  183;  32  Atl.,  348;  29  L.  R.  A.,  251.  Blue  v.  Beach,  155  Ind., 
121 ; 56  N.  E.,  89 ; 80  Am.  Stat.  Rep.,  195 ; 50  L.  R.  A.,  64.  Morris  v.  City  of 

Columbus,  102  Ga.,  792;  30  S.  E.,  850;  42  L.  R.  A.,  175;  66  Am.  Stat.  Rep.,  243. 

State  v.  Hay,  126  N.  C.,  999 ; 35  S.  E.,  459 ; 49  L.  R.  A.,  588 ; 78  Am.  Stat.  Rep., 
691.  Hazen  v.  Strong,  2 Vt.,  427.  In  re  Rebenack,  62  Mo.,  App.  8.  Duffield  v. 
Williamsport  School  District,  162  Pa.,  476;  29  Atl.,  742;  25  L.  R.  A.,  152. 
Cooley’s  Cons.  Lim.  (7th  ed.),  8S0.  Prentice  on  Police  Powers,  39,  132.  1 

Dillon’s  Mun.  Corp.,  sec.  355.  Parker  & Worthington’s  Public  Health  and 

Safety,  sec.  123.) 

A common  belief,  like  common  knowledge,  does  not  require  evidence  to  estab- 
lish its  existence,  but  may  be  acted  upon  without  proof  by  the  legislature  and 
the  courts.  "While  the  power  to  take  judicial  notice  is  to  be  exercised  with 
caution,  and  due  care  taken  to  see  that  the  subject  comes  within  the  limits 
of  common  knowledge,  still,  when  according  to  the  memory  and  conscience  of 
the  judge,  instructed  by  recourse  to  such  sources  of  information  as  he  deems 
trustworthy,  the  matter  is  clearly  within  those  limits,  the  power  may  be  exer- 
cised by  treating  the  fact  as  proved  without  allegation  or  proof.  (Jones  v. 
U.  8.,  137  U.  S.  202,  216,  11  Sup.  Ct.  80,  34  L.  Ed.  691 ; Hunter  v.  N.  Y.,  O.  and 
WT.  R.  R.  Co.,  116  N.  Y.  615,  623,  23  N.  E.  9,  6 L.  R.  A.  246;  Porter  v.  Waring, 
69  N.  Y.,  250,  253 ; Geist  v.  Detroit  City  R.  R.  Co.,  91  Mich.  446,  51  N.  W.  1112 ; 
Greenleaf’s  Ev.  (14th  Ed.)  sec  5;  1 Wharton’s  Ev.  (3d  Ed.)  sec  282;  1 Starkie’s 
Ev.  211;  17  Am.  and  Eng.  Encyc.  (2d  Ed.)  894.)  Common  belief,  in  order  to 


326  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


become  such  common  knowledge  as  to  be  judicially  noticed  by  us,  must  be  com- 
mon in  this  State,  although  in  a matter  pertaining  to  science  it  may  be  strength- 
ened somewhat  by  the  general  acceptance  of  mankind.  As  was  said  by  Mr.  Jus- 
tice Swayne  in  Brown  v.  Piper,  1)1  U.  S.  37,  42,  23  L.  Ed.  200:  “Courts  will 
take  notice  of  whatever  is  generally  known  within  the  limits  of  their  jurisdic- 
tion, and,  if  the  judge’s  memory  is  at  fault,  he  may  refresh  it  by  resorting  to 
any  means  for  that  purpose  which  he  deems  safe  and  proper.  This  extends  to 
such  matters  of  science  as  are  involved  in  the  cases  brought  before  him.”  See, 
also,  People  v.  Lochner,  177  N.  Y.  169,  69  N.  E.  373. 

The  fact  that  the  belief  is  not  universal  is  not  controlling,  for  there  is  scarcely 
any  belief  that  is  accepted  by  every  one.  The  possibility  that  the  belief  may 
be  wrong,  and  that  science  may  yet  show  it  to  be  wrong,  is  not  conclusive;  for 
the  legislature  has  the  right  to  pass  laws  which,  according  to  the  common  belief 
of  the  people,  are  adapted  to  prevent  the  spread  of  contagious  diseases.  In  a 
free  country,  where  the  government  is  by  the  people  through  their  chosen  rep- 
resentatives, practical  legislation  admits  of  no  other  standard  of  action;  for 
what  the  people  believe  is  for  the  common  welfare  must  be  accepted  as  tending 
to  promote  the  common  welfare,  whether  it  does  in  fact  or  not.  Any  other  basis 
would  conflict  with  the  spirit  of  the  constitution,  and  would  sanction  measures 
opposed  to  a republican  form  of  government.  While  we  do  not  decide  and  can 
not  decide  that  vaccination  is  a preventive  of  smallpox,  we  take  judicial  notice 
of  the  fact  that  this  is  the  common  belief  of  the  people  of  the  State,  and  with 
this  fact  as  a foundation  we  hold  that  the  statute  in  question  is  a health  law, 
enacted  in  a reasonable  and  proper  exercise  of  the  police  power.  It  operates 
impartially  upon  all  children  in  the  public  schools,  and  is  designed  not  only  for 
their  protection  but  for  the  protection  of  all  the  people  of  the  State.  The 
relator’s  son  is  excluded  from  school  only  until  he  complies  with  the  law  passed 
to  protect  the  health  of  all,  himself  and  his  family  included.  No  right  conferred 
or  secured  by  the  constitution  was  violated  by  that  law,  or  by  the  action  of 
the  school  authorities  based  thereon.  In  view  of  the  opinions  below,  we  regard 
further  discussion  as  unnecessary,  and  we  affirm  the  order  appealed  from,  with 
costs. 

We  concur: 


Cullen,  C.  J. 
O’Brien, 
Haight, 
Martin, 
Werner,  J.  J. 
(Absent)  Gray,  J. 


Order  affirmed. 


X.  Pennsylvania. 

[Stull  v.  Reber  et  al.  (Supreme  Court  of  Pennsylvania,  May  7,  1906),  64  A.,  419.] 

Appeal  from  court  of  common  pleas,  Franklin  County. 

Bill  by  Edward  C.  Stull  against  J.  H.  Reber  and  others  for  an  injunction. 
From  a decree  dismissing  the  bill  plaintiff  appeals.  Affirmed. 

The  bill,  after  reciting  that  the  complainant  was  a resident  and  taxpayer  of 
the  borough  of  Waynesboro  and  that  Grace  Stull  was  his  daughter,  of  the  age 
of  14  years,  continued  as  follows:  “ The  said  Grace  Stull  is  now  and  has  been 
since  the  beginning  of  the  present  school  year  or  term,  to  wit,  September  4, 
1905,  properly  and  justly  enrolled  as  a pupil  in  and  attending  the  common  or 
public  school  known  as  ‘A  grammar  school,’  conducted  in  the  Snider  avenue 
school  building  situate  in  the  third  ward  of  the  said  borough;  that  she  is  in 
good  health  and  is  not  suffering  from  any  contagious  or  infectious  disease,  and 
is  legally  and  justly  entitled  to  continue  to  attend  the  said  public  school  for  the 
remainder  of  the  school  term  or  year  and  is  entitled  to  remain  enrolled  as  a 
pupil  thereof.  J.  H.  Reber  is  the  superintendent  of  all  the  common  or  public 
schools  of  the  said  borough  of  Waynesboro;  Charles  H.  Coover  is  the  principal 
of  the  said  Snider  avenue  school  building  and  has  charge  of  the  schools  therein 
conducted;  Chester  A.  Gessaman  is  the  teacher  of  said  A grammar  school  in 
which  your  orator’s  said  child,  Grace  Stull,  is  enrolled  and  in  attendance  as  a 
pupil.  There  is  not,  at  the  time  of  the  filing  of  this  bill,  nor  lias  there  been  for 
many  years,  any  person  in  the  said  borough  of  Waynesboro  or  within  many  miles 


RECENT  SUPREME  COURT  DECISIONS. 


327 


thereof  suffering  from  smallpox  (variola  or  varioloid).  Charles  H.  Coover,  prin- 
cipal of  said  Snider  avenue  school,  and  Chester  A.  Gessaman,  teacher  of  said  A 
grammar  school  conducted  therein,  have  by  order  and  direction  of  said  J.  H. 
Iieber,  superintendent  of  the  common  and  public  schools  of  the  said  borough, 
notified  your  orator  and  the  said  Grace  Stull,  his  daughter,  that  she,  the  said 
Grace  Stull,  will  be  dismissed  and  excluded  from  the  said  A grammar  school, 
conducted  in  the  said  Snider  avenue  school  building,  in  which  she  is  enrolled 
and  in  attendance  as  a pupil,  on  the  11th  day  of  December,  1905.  And  the 
said  J.  H.  Reber,  superintendent,  Charles  H.  Coover,  principal,  and  Chester 
A.  Gesseman,  teacher,  as  aforesaid,  defendants,  in  violation  of  their  statutory 
duty  and  to  the  prejudice  of  the  petitioner’s  right  in  the  premises,  threaten 
and  intend  to  dismiss  and  exclude  the  said  Grace  Stull  from  the  said  school 
on  the  11th  day  of  December,  1905.  Your  orator  avers  that  unless  restrained  by 
your  honorable  court  the  said  defendants  will  carry  out  their  said  threat 
and  dismiss  and  exclude  the  said  Grace  Stull  from  the  said  school,  whereby 
both  the  said  Grace  Stull  and  your  orator  will  suffer  great  and  irreparable 
injury,  for  which  there  is  no  adequate  remedy  at  law.”  The  bill  prayed  for 
an  injunction.  The  answer  admitted  the  material  averments  of  the  bill. 

The  court  found,  inter  alia,  the  following  facts : There  is  not,  at  the  time 

of  the  filing  of  this  bill,  nor  has  there  been  for  a period  of  about  forty  years, 
any  person  in  the  said  borough  of  Waynesboro,  or  within  many  miles  thereof, 
suffering  from  smallpox  (variola  or  varioloid).  Occasionally  it  is  beyond  the 
power  of  children  of  school  age  as  well  as  adults  to  be  successfully  vaccinated, 
although  they  may  not  previously  have  had  smallpox  nor  previously  been  vac- 
cinated; that  even  repeated  attempts  to  perform  the  operation  of  vaccination 
upon  such  children  or  adults  is  without  effect  and  vaccination  will  not  take.  In 
such  cases  vaccination  is  not  successful  and  the  physician  can  not  certify  that 
such  child  or  adult  has  been  successfully  vaccinated.  Sometimes  a child  may 
be  suffering  from  a constitutional  weakness  or  its  system  may  be  in  such  an 
unhealthy  condition  as  to  render  the  operation  of  vaccination  exceedingly 
dangerous  to  said  child.  The  court  entered  a decree  dismissing  the  bill. 

Mitchell,  C.  J.  The  substantial  question  in  this  case  is  whether  the  act  of 
June  18,  1895  (P.  L.,  203),  requiring  the  exclusion  from  the  public  schools  of 
children  who  have  not  been  vaccinated,  is  a valid  exercise  of  the  police  power 
of  the  State.  It  has  been  twice  so  decided  by  this  court.  In  Duflield  v.  School 
District  of  Williamsport,  162  Pa.  476,  29  Atl.  742,  25  L.  R.  A.  152,  a similar 
regulation,  not  even  enacted  by  the  legislature,  but  enforced  by  the  school 
directors  under  an  ordinance  of  the  city  of  Williamsport,  was  held  valid.  And 
in  Field  v.  Robinson,  198  Pa.  638,  48  Atl.  873,  this  very  statute  of  1875  was  held 
constitutional.  It  appears  to  be  thought  that  because  the  decision  was  given 
in  a brief  opinion  per  curiam  the  subject  was  not  fully  considered.  But  the 
proper  inference  is  precisely  the  reverse,  that  the  conclusion  was  so  perfectly 
clear  to  the  whole  court  that  it  did  not  require  any  extended  argumentative 
support.  After  these  two  decisions  the  question  ought  to  have  been  considered 
as  closed.  But  we  have  it  raised  again,  with  small  variations  of  facts  and 
considerations,  none  of  which  are  at  all  material. 

On  the  constitutional  question  it  is  said  that  section  12  of  the  act  contravenes 
sections  7 and  8 of  article  3 of  the  constitution  of  1874,  in  that  it  is  local  and 
special  legislation,  regulating  the  affairs  of  school  districts.  The  terms  of  the 
act  apply  expressly  to  the  “ several  municipalities  ” of  the  State,  and  it  is 
argued  that  they  do  not  include  school  districts  in  townships,  and  therefore 
make  an  unwarranted  distinction  in  regard  to  such  districts.  Whether  town- 
ships are  municipalities  wdthin  the  intent  of  the  act  it  is  not  now  necessary 
to  consider.  Even  if  not,  the  separate  classification  of  school  districts  in  cities 
and  boroughs  with  reference  to  public  health  where  population  is  dense  and 
the  danger  of  contagion  great  would  not  be  unconstitutional.  Sugar  Notch 
Borough,  192  Pa.  349,  43  Atl.  985.  But  the  act  is  in  no  proper  sense  a regula- 
tion of  school  districts.  It  is  an  act  entitled  “ For  the  more  effectual  protec- 
tion of  the  public  health  in  the  several  municipalities  of  the  Commonwealth,” 
and  is  a general  statute  on  that  subject.  What  bearing  it  has  on  schools  and 
school  districts  is  altogether  incidental  to  them  as  constituents  of  the  com- 
munity. The  constitutional  restrictions  on  special  legislation  apply  to  direct 
legislation,  not  to  the  incidental  operation  of  the  statutes  consitutional  in  them- 
selves upon  other  subjects  than  those  with  which  they  directly  deal.  Sugar 
Notch  Borough,  192  Pa.  349,  43  Atl.  985. 

It  is  further  said  that  section  12  contravenes  section  1 of  article  10  of  the 
constitution  of  1874,  requiring  the  maintenance  of  an  efficient  system  of  public 


328  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 

schools  wherein  all  children  above  the  age  of  6 years  may  ne  educated.  It 
is  sufficient  to  say  that  this  article,  like  all  others,  must  be  construed  and  ap- 
plied in  connection  with  other  fundamental  governmental  powers.  The  schools 
and  school  children,  important  as  they  are,  are  only  fractions  of  the  com- 
munity, and  the  police  power  of  the  Commonwealth  in  the  preservation  of  the 
public  health  must,  if  necessity  arises,  sacrifice  the  less  to  the  greater  interest. 
Salus  populi  suprema  lex.  If  a child  manifestly  suffering  from  smallpox  in  its 
contagious  stage  should  be  excluded  from  school,  it  is  hardly  conceivable  that 
the  propriety  of  such  action  should  be  questioned.  At  what  period  before  or 
after  the  outbreak  of  the  disease  the  right  of  exclusion  should  arise  is  a legis- 
lative, not  a judicial,  question.  As  said  by  our  late  Brother  Williams  in  Duf- 
field  v.  School  District,  162  Pa.  476,  29  Atl.  742,  25  L.  R.  A.  152,  already  cited : 
“ It  is  conceded  that  the  board  might  rightfully  exclude  the  plaintiff’s  son  if 
he  was  actually  sick  with  or  just  recovering  from  the  smallpox.  Though  he 
might  not  be  affected  by  it,  yet  if  another  member  of  the  same  family  was,  the 
right  to  exclude  him,  notwithstanding  he  might  be  in  perfect  health,  would  be 
conceded.  How  far  shall  this  right  to  exclude  one  for  the  good  of  many  be 
carried?  That  is  a question  addressed  to  the  official  discretion  of  the  proper 
officers;  and  when  that  discretion  is  honestly  and  impartially  exercised  the 
courts  will  not  interfere.”  These  words,  it  should  be  remembered,  were 
written  with  reference  to  authority  exercised  under  a city  ordinance,  and  a 
fortiori  when  the  police  power  of  the  State  intervenes  under  the  authority  of 
a statute  its  directions  are  commands  that  may  not  be  disputed. 

It  is  further  argued  that  sections  11  and  12  of  the  act  should  be  read  together, 
and  the  right  under  section  12  to  exclude  unvaccinated  children  should  be 
confined  to  the  schools  in  the  districts  mentioned  in  section  11,  namely,  those 
in  which  smallpox  is  actually  prevalent.  But  this  is  manifestly  not  the  legisla- 
tive intent.  Section  11  deals  with  a present  and  immediate  danger,  with  per- 
sons, dwellings,  and  places  where  the  disease  actually  prevails,  and  its  prohi- 
bition includes  adults  as  well  as  children,  vaccinated  or  not.  Section  12,  on 
the  contrary,  is  a cautionary  and  prospective  regulation,  having  in  view  not 
the  actual  presence  of  the  disease,  but  its  appearance  in  the  future.  The 
objects  of  the  two  sections  are  distinctly  different.  In  this  connection  the 
learned  judge  below  found  as  a fact  “ that  there  is  not  at  the  time  of  the  filing 
of  this  bill,  nor  has  there  been  for  a period  of  about  forty  years,  any  person  in 
the  said  borough  of  Waynesboro,  or  within  many  miles  thereof,  suffering  from 
smallpox  (variola  or  varioloid).”  It  is  argued  that  this  feature  distinguishes 
the  case  from  those  heretofore  decided  by  this  court.  But  the  language  of  the 
act  is  general  and  its  intent  plain.  The  legislature  may  well  have  had  in  mind 
that  the  good  fortune  of  such  a community  may  not  continue  indefinitely. 
Immunity  for  forty  years  in  the  past  affords  no  guaranty  of  immunity  for  even 
forty  days  in  the  future  if  a chance  visitor  from  an  infected  locality  or  a bor- 
ough resident  returning  from  a visit  to  such  locality  should  bring  with  him 
the  germs  of  infection.  Section  12  is  precautionary  and  preventive,  and  it  is 
an  old  and  sound  maxim  that  an  ounce  of  prevention  is  worth  a pound  of  cure. 
There  is  one  hardship  in  the  twelfth  section  that  may  deserve  consideration 
with  a view  to  a possible  remedy.  The  court  below  found  as  a fact  “ that 
occasionally  it  is  beyond  the  power  of  children  of  school  age,  as  well  as  adults, 
to  be  vaccinated,  although  they  may  not  previously  have  had  smallpox  nor 
previously  been  vaccinated;  that  even  repeated  attempts  to  perform  the  opera- 
tion of  vaccination  upon  such  children  or  adults  is  without  effect,  and  vaccina- 
tion will  not  take.  In  such  cases  vaccination  is  not  successful  and  a physician 
can  not  certify  that  such  child  or  adult  has  been  successfully  vaccinated.”  The 
health  authorities,  state  or  local,  might  wrell  consider  whether  they  have  power 
to  make  a regulation  as  to  what  should  be  deemed  a successful  vaccination  or 
its  equivalent;  whether  the  ratio  of  such  immune  children  is  of  sufficient  im- 
portance to  justify  the  exercise  of  such  power  if  possessed;  and  whether  such 
regulation  would  be  undesirable  as  affording  opportunity  for  the  evasion  of 
the  statute.  The  latter,  however,  are  medical  and  administrative,  rather  than 
judicial,  questions. 

Lastly,  it  is  argued  that,  construing  section  12  as  we  have  done,  it  authorizes 
a trespass  upon  the  reserved  rights  of  the  individual  which  are  beyond  the 
reach  of  even  the  police  power.  Vaccination,  it  is  said,  is  the  infliction  of  a 
disease — cowpox — on  the  subject,  and  if  that  can  be  done  irrespective  of  his 
consent,  then  the  next  step  may  be  to  require  submission  to  inoculation  with 
antitoxin  or  serum  for  diphtheria,  tuberculosis,  cancer,  etc.,  and  we  have  rather 
a dismal  picture  of  the  possible  consequences.  It  will  be  time  enough  to  consider 


RECENT  SUPREME  COURT  DECISIONS. 


329 


such  matters  when  they  arise.  At  present  the  vast  preponderance  of  opinion 
among  intelligent  and  educated  people,  under  the  guidance  of  the  best  medical 
authority,  is  that  vaccination  is  a highly  useful  ameliorative,  if  not  always  a 
preventive,  of  one  of  the  greatest  scourges  that  have  in  past  times  afflicted 
humanity,  and  that  the  regulation  of  it  by  statute  is  not  only  a justifiable,  but  a 
wise  and  beneficent  exertion  of  the  police  power  over  the  jjublic  health.  When 
the  legislature  goes  beyond  that  into  new  or  more  debatable  fields,  it  will  be 
time  enough  to  consider  the  limits  of  its  power. 

One  expression  in  the  opinion  of  the  court  below  and  in  some  of  the  cases 
cited  in  the  argument  requires  a passing  note.  The  act  is  not  a penal  statute. 
It  is  a broad,  general  act  relating  to  the  health  of  the  whole  population  of  the 
Commonwealth.  It  is  not,  therefore,  to  be  construed  or  administered  by  the 
rigid  technical  rules  applicable  to  penal  laws,  but  fairly  according  to  its  intent, 
neither  narrowing  it  to  the  letter,  to  the  exclusion  of  cases  clearly  within  such 
intent,  nor  stretching  it  beyond  its  legitimate  scope  to  cover  matters  not  clearly 
meant  to  be  included.  It  is  an  act  touching  very  closely  common  rights  and 
privileges  and  therefore  specially  requiring  a common-sense  administration. 

Decree  affirmed. 


DISCIPLINE— RULES  AND  REGULATIONS. 


XI.  Illinois. 

HIGH  SCHOOL  FRATERNITIES. 

[Wilson  v.  Board  of  Education  of  Chicago  (Supreme  Court  of  Illinois,  Apr.  23,  1908), 

84  N.  E.,  697.] 

Error  to  appellate  court,  first  district,  on  appeal  from  superior  court,  Cook 
County,  W.  M.  McEwen,  judge. 

Bill  by  Eberle  L.  Wilson  against  the  board  of  education  of  Chicago.  From  a 
decree  dismissing  the  bill  for  want  of  equity,  affirmed  by  the  appellate  court, 
complainant  brings  error.  Affirmed. 

This  is  a writ  of  error  sued  out  of  this  court  to  review  a judgment  of  the 
appellate  court  affirming  the  decree  of  the  superior  court  of  Cook  County  sus- 
taining a demurrer  to  the  bill  and  dismissing  it  for  want  of  equity.  The  bill 
was  filed  by  four  minors,  by  their  next  friends,  to  enjoin  defendant  in  error, 
the  board  of  education  of  the  city  of  Chicago,  from  enforcing  a certain  rula 
adopted  by  said  board  and  to  have  said  rule  declared  null  and  void.  The  rule 
reads  as  follows : “ The  committee  on  school  management  reports  that  it  is  in 
receipt  of  the  following  report  from  the  superintendent  of  schools  and  recom- 
mends concurrence  therein  h^The  superintendent  of  schools  respectfully  reports 
that,  in  accordance  with  the  action  of  the  board  of  education,  taken  at;  its  last 
meeting,  he  has  considered  the  matter  of  secret  societies  in  the  high  schools,  and 
respectfully  recommends  that  the  principals  and  teachers  of  the  high  schools 
be  instructed  to  deny  any  secret  societies  which  may  now  exist  in  their  schools 
all  public  recognition,  including  the  privilege  of  meeting  in  the  school  buildings ; 
that  such  organizations  be  forbidden  to  use  the  school  name ; that  no  student 
who  is  known  to  be  a member  of  a fraternity  or  sorority,  or  other  so-called 
secret  society,  be  permitted  to  represent  the  school  in  any  literary  or  athletic 
contest  or  in  any  other  public  capacity;  that  the  attention  of  parents  of  the 
pupils  who  are  to  attend  the  public  high  schools  be  called  to  the  fact  that  the 
board  of  education,  the  superintendent  and  teachers  of  the  high  schools  unani- 
mously condemn  all  such  secret  societies.’  ” The  bill  alleges  that  complainants 
are  all  under  21  years  of  age  and  are  attending  the  Hyde  Park  High  School, 
one  of  the  public  schools  of  the  city  of  Chicago,  and  are  pursuing  the  course  of 
study  prescribed  by  the  rules  of  the  board  of  education,  and  obeying  all  lawful 
rules  of  said  board  and  of  the  teachers  employed  by  it;  that  complainants  are 
members  of  an  organization  known  as  “ Phi  Sigma  Fraternity,”  an  organization 
not  connected  with,  but  distinct  from,  said  Hyde  Park  High  School;  that  the 
meetings  of  said  organization  are  held  after  school  hours;  that  said  fraternity 
is  a large  association,  having  various  branches  and  chapters  located  in  various 


330  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


States ; that  the  chapter  in  Hyde  Park  was  organized  in  1897 ; that  the  aim  of 
the  society  is  to  stimulate  loyalty  and  fidelity  to  the  teachers  and  schools,  and 
a desire  for  a high  scholarship  and  commendable  individual  action ; that  said 
society  is  not  opposed  or  in  any  manner  detrimental  to  the  welfare  of  the  school; 
that  complainants  and  other  pupils  belonging  to  it  live  with  and  are  under  the 
control  of  their  parents  and  have  their  consent  to  be  members  of  said  associa- 
tion. The  bill  further  alleges  that  there  are  1,200  pupils  in  attendance  at  the 
Hyde  Park  High  School,  and  that  there  are  a number  of  associations  of  the 
pupils  of  said  school,  such  as  literary,  musical,  athletic,  and  class  organizations, 
and  that  many  of  the  members  of  said  organizations  are  members  also  of  various 
fraternities.  The  bill  further  alleges  that  the  board  of  education  had  recently 
sent  out  notice  that  the  rule  would  be  rigidly  enforced,  and  that  the  complain- 
ants have,  by  reason  thereof,  been  prevented,  under  threat  of  expulsion,  from 
taking  part  in  any  literary  or  athletic  contest  held  under  the  auspices  of  said 
school,  and  have  been  deprived  of  positions  in  said  associations  to  which  they 
had  been  elected  by  other  pupils,  and  are  denied  the  right  to  resume  the  said 
positions  because  of  their  membership  in  such  fraternities;  that  participation 
in  the  exercises  of  the  societies  and  associations  of  the  said  school  is  beneficial 
to  pupils,  and  is  freely  granted  to  all  except  complainants  and  others  who  are 
members  of  secret  societies.  The  bill  charges  that  the  adoption  of  said  rule 
was  the  exercise  of  an  arbitrary  power  by  the  board  of  education,  violative  of 
the  natural  rights  of  complainants  and  an  unlawful  discrimination  against 
them,  and  is  therefore  null  and  void.  The  prayer  is  that  the  rule  be  declared 
void,  and  that  the  board  of  education  be  enjoined  from  enforcing  or  attempting 
to  enforce  it.  The  superior  court  sustained  a demurrer  to  the  bill  and  dismissed 
it  for  want  of  equity.  Plaintiff  in  error,  one  of  the  complainants,  prosecuted  an 
appeal  from  that  decree  to  the  appellate  court  for  the  first  district.  That  court 
affirmed  the  decree  of  the  superior  court,  and  the  case  is  brought  to  this  court 
for  review  upon  a writ  of  error  to  the  appellate  court. 

Farmer,  J.  (after  stating  the  facts  as  above).  The  constitution  of  this  State 
provides  that  “ the  general  assembly  shall  provide  a thorough  and  efficient  sys- 
tem of  free  schools,  whereby  all  children  of  this  State  may  receive  a good  com- 
mon school  education.”  Section  1,  article  8.  By  act  of  the  general  assembly, 
the  public  schools  of  the  city  of  Chicago  are  under  the  control  of  the  board  of 
education,  and  it  is  given  all  power  and  authority  required  for  the  proper  man- 
agement of  the  schools,  with  power  to  enact  such  ordinances  as  may  be  deemed 
necessary  and  expedient  for  such  purpose;  also  power  to  expel  pupils  who  are 
guilty  of  gross  disobedience  or  misconduct.  It  is  made  the  duty  of  the  board  of 
education  “ to  establish  all  such  by-laws,  rules,  and  regulations  for  the  govern- 
ment and  for  the  establishment  and  maintenance  of  a proper  and  uniform  sys- 
tem of  discipline  in  the  several  schools  as  may,  in  their  opinion,  be  necessary.” 

Counsel  for  plaintiff  in  error  does  not  question  the  power  of  the  board  of 
education  to  prescribe  all  reasonable  rules  necessary  for  the  conduct  and  man- 
agement of  the  public  schools,  but  insists  that  the  rule  here  involved  was  not 
a reasonable  rule;  that  it  was  in  violation  of  the  natural  rights  of  plaintiff  in 
error,  and  an  unlawful  discrimination  against  him ; and  that  this  is  a question 
of  law  to  be  determined  by  the  courts.  It  is  not  claimed  nor  averred  in  the  bill 
that  plaintiff  in  error  was  deprived,  by  the  rule  in  question,  from  attendance 
at  the  school,  nor  from  taking  his  place  in  the  classes  to  which  he  belonged  and 
pursuing  his  studies  and  receiving  instruction  the  same  as  all  other  pupils  in 
the  school  in  the  course  of  studies  taught  therein.  It  appears  from  the  aver- 
monts  of  the  bill  that  there  were  associations  permitted  to  be  organized  among 
the  pupils  of  said  Hyde  Park  High  School,  principally  for  literary,  musical, 
and  athletic  exercises  and  contests;  but  these  were  not  a part  of  the  course  of 
study  required  to  be  pursued  by  pupils  attending  said  school,  and  were  not 
within  the  contemplation  of  the  constitution  nor  of  the  act  of  the  legislature  in 
providing  a system  whereby  all  the  children  of  the  State  may  receive  a good 
common  school  education.  The  power  of  the  board  of  education  to  control  and 
manage  the  schools  and  to  adopt  rules  and  regulations  necessary  for  that  pur- 
pose is  ample  and  full.  The  rules  and  by-laws  necessary  to  a proper  conduct 
and  management  of  the  schools  are,  and  must  necessarily  be,  left  to  the  discre- 
tion of  the  board,  and  its  acts  will  not  be  interfered  with  nor  set  aside  by  the 
courts,  unless  there  is  a clear  abuse  of  the  power  and  discretion  conferred. 
Acting  reasonably  within  the  powers  conferred,  it  is  the  province  of  the  board 
of  education  to  determine  what  things  are  detrimental  to  the  successful  man- 
agement. good  order,  and  discipline  of  the  schools  and  the  rules  required  to  pro- 


RECENT  SUPREME  COURT  DECISIONS. 


331 


duce  these  conditions.  It  was  the  judgment  of  the  superintendent  of  schools  of 
the  city  of  Chicago,  as  well  as  of  the  board  of  education,  that  membership  in 
secret  societies,  known  as  Greek-letter  fraternities  or  sororities,  was  detri- 
mental to  the  best  interests  of  the  schools.  Whether  this  judgment  was  sound 
and  well  founded  is  not  subject  to  review  by  the  courts.  The  only  question  for 
determination  is  whether  the  rule  adopted  to  prevent  or  remedy  the  supposed 
evil  was  a reasonable  exercise  of  the  power  and  discretion  of  the  board.  The 
rule  required  teachers  to  refuse  to  give  public  recognition  to  such  secret  soci- 
eties, to  refuse  to  allow  their  meetings  to  be  held  in  the  school  buildings,  or  to 
allow  the  name  of  any  school  to  be  used  by  the  organizations.  The  rule  also 
required  teachers  to  refuse  to  allow  a member  of  a fraternity  or  sorority  to 
represent  his  school  in  any  literary  or  athletic  contest  or  in  any  other  public 
capacity;  that  parents  of  the  pupils  be  informed  that  the  board  of  education, 
the  superintendent,  and  teachers  in  the  high  schools  unanimously  condemned 
all  such  secret  societies.  The  rule  denied  to  pupils  who  were  members  of  secret 
societies  no  privilege  allowed  to  pupils  not  members,  except  the  privilege  of 
representing  the  schools  in  literary  or  athletic  contests  or  in  any  other  public 
capacity.  They  were  not  denied  membership  in  associations  of  pupils  of  the 
schools  for  literary,  social,  musical,  or  athletic  exercises,  and  were  not  pro- 
hibited from  receiving  the  same  benefits  from  those  organizations  that  pupils 
not  members  of  secret  societies  received.  They  were  only  prohibited  from 
representing  the  schools  as  members  of  those  associations  in  public  contests 
and  capacities.  This  was  not  a denial  of  any  natural  right,  and  neither  was  it 
an  unlawful  discrimination. 

People  v.  Wheaton  College,  40  111.,  186,  was  a mandamus  proceeding  against 
the  college  to  compel  the  reinstatement  of  a student  who  had  joined  the  Good 
Templars  in  violation  of  the  college  rules,  and  had  for  that  reason  been  sus- 
pended from  the  privileges  of  the  college  until  he  expressed  a purpose  to  con- 
form to  its  rules.  The  court  said:  “Wheaton  College  is  an  incorporated  insti- 
tution, resting  upon  private  endowments,  and  deriving  no  aid  whatever  from 
the  State  or  from  taxation.  Its  charter  gives  to  the  trustees  and  faculty  the 
power  ‘ to  adopt  and  enforce  such  rules  as  may  be  deemed  expedient  for  the 
government  of  the  institution  ’ — a power  which  they  would  have  possessed 
without  such  express  grant,  because  incident  to  the  very  object  of  their  incor- 
poration and  indispensable  to  the  successful  management  of  the  college.  Among 
the  rules  they  have  deemed  it  expedient  to  adopt  is  one  forbidding  the  students 
to  become  members  of  secret  societies.  We  perceive  nothing  unreasonable  in 
the  rule  itself,  since  all  persons  familiar  with  college  life  know  that  the  tend- 
ency of  secret  societies  is  to  withdraw  students  from  the  control  of  the  faculty 
and  impair  to  some  extent  the  discipline  of  the  institution.  Such  may  not 
always  be  their  effect,  but  such  is  their  general  tendency.  But,  whether  the 
rule  be  judicious  or  not,  it  violates  neither  good  morals  nor  the  law  of  the 
land,  and  is  therefore  clearly  within  the  power  of  the  college  authorities  to 
make  and  enforce.”  Kinzer  v.  Directors  (129  Iowa,  441;  105  N.  W.,  686;  3 
L.  R.  A.  (N.  S.),  496)  was  a mandamus  proceeding  to  compel  the  board  of 
directors  of  Marion  school  district,  Iowa,  to  reinstate  in  the  high  school  a 
pupil  who  had  been  suspended  therefrom  by  the  board  of  directors  until  he 
should  apologize  to  the  superintendent,  before  the  school,  for  his  willful  viola- 
tion of  a rule  adopted  by  the  board.  The  rule  prohibited  playing  football  under 
the  auspices  of  the  high  school  or  on  the  school  grounds.  The  pupil  who  was 
suspended,  acting  with  others,  caused  a poster  to  be  printed  advertising  a game 
of  football  to  be  played  by  the  west  branch  of  the  high  school  and  the  high 
school  on  a Saturday,  for  which  an  admission  fee  of  25  cents  was  charged. 
The  authority  of  the  board  to  adopt  the  rule  was  challenged  by  the  petitioner, 
and  it  was  also  contended  by  him  that  his  conduct  was  not  a violation  of  the 
rule.  Both  these  contentions  were  decided  in  favor  of  the  board  of  directors. 
The  court  said : “ It  was  plainly  intended,  therefore,  that  the  management  of 
school  affairs  should  be  left  to  the  discretion  of  the  board  of  directors  and  not 
to  the  courts,  and  we  ought  not  to  interfere  with  the  exercise  of  discretion 
on  the  part  of  a school  board  as  to  what  is  a reasonable  and  necessary  rule, 
except  in  a plain  case  of  exceeding  the  power  conferred.”  In  Wayland  v. 
Hughes  (43  Wash.,  441;  86  Pac.,  642;  7 L.  It.  A.  (N.  S.),  352)  the  validity  of  a 
rule  substantially  the  same  as  the  one  here  in  question  was  passed  upon  by 
the  supreme  court  of  the  State  of  Washington.  The  board  of  education  of 
Seattle,  after  an  investigation  of  the  probable  effect  of  Greek  letter  societies 
or  fraternities  upon  pupiii  in  the  schools,  in  1901  adopted  a rule  prohibiting 


332  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


pupils  from  becoming  members  of  such  societies.  George  Wayland,  while  a 
pupil  in  the  public  school,  in  violation  of  the  rule,  became  a member  of  a 
fraternity,  as  did  also  other  pupils.  In  May,  1905,  the  board  of  education 
amended  its  former  rule  so  as  to  provide  that  all  pupils  who  were  then  mem- 
bers of  any  high  school  secret  society,  or  pledged  to  become  such,  who  would 
promise  that  so  long  as  they  remained  pupils  of  said  high  school  they  would 
not  become  members  of  any  other  secret  society  or  give  any  promise  or  pledge 
to  become  such,  or  solicit  any  other  pupil  to  give  any  promise  or  pledge  to  be- 
come a member  of  any  high  school  fraternity  or  secret  society,  and  in  good 
faith  kept  such  promise,  would  be  restored  to  the  privileges  of  such  school, 
but  that  all  students  who  thereafter  should  become  members  or  in  any  way 
pledge  or  bind  themselves  to  join  any  high  school  fraternity  or  secret  society, 
or  should  initiate  or  pledge  any  other  student,  or  in  any  way  encourage  or 
foster  the  fraternity  spirit  in  the  high  school  should  be  denied  all  the  privileges 
of  the  high  school,  except  those  of  the  schoolroom.  Wayland  brought  suit 
against  the  board  of  education  to  enjoin  it  from  enforcing  this  rule.  The 
material  allegations  in  his  petition  were  in  substance  similar  to  the  allegations 
of  the  bill  in  this  case.  An  answer  was  filed  by  the  board  of  education  and  a 
hearing  had.  The  trial  court  refused  the  relief  prayed,  and  an  appeal  was 
prosecuted  to  the  supreme  court.  That  court  affirmed  the  judgment  of  the 
trial  court,  and  in  an  able  and  exhaustive  opinion  passed  upon  every  material 
question  here  involved,  and  we  agree  with  the  reasoning  of  the  opinion  and 
the  conclusion  reached  by  that  court.  We  quote  from  the  opinion  the  following : 
“ The  board  has  not  excluded  the  appellant  from  the  Seattle  high  school, 
neither  has  it  threatened  to  expel  or  suspend  him.  He  can  and  does  attend 
school,  and  under  our  construction  of  the  rules  adopted  he  is  at  the  same  time 
permitted  to  continue  his  membership  in  the  Gamma  Eta  Kappa  fraternity, 
although  in  doing  so  he  opposes  the  authority  of  the  board  and  thereby  forfeits 
certain  privileges  which  are  no  necessary  part  of  the  curriculum  or  class  work, 
from  which  he  is  not  excluded.  Respondents  are  only  seeking  to  prevent 
appellant  and  his  associates  from  dictating  the  terms  on  which  they  shall  enjoy 
certain  privileges  which  are  merely  incidental  to  the  regular  school  work,  and 
this  they  have  authority  to  do.  Appellant  further  contends  that  as  the  fratern- 
ities meet  out  of  school  hours  at  the  homes  of  members,  and  at  no  time  in  the 
school  building,  and,  as  their  parents  consent  to  this  action,  the  board  is  exceed- 
ing its  lawful  authority  in  entering  their  homes,  in  withdrawing  from  parents 
the  control  of  their  children,  and  in  dictating  wrhat  the  children  shall  or  shall 
not  do  out  of  school  hours.  We  think  this  contention  unreasonable.  The  board 
has  not  invaded  the  homes  of  any  pupils,  nor  have  they  sought  to  interfere 
with  parental  custody  and  control.  They  have  not  said  these  fraternities  shall 
not  meet  at  the  various  homes,  nor  have  they  attempted  to  control  students 
out  of  school  hours.” 

What  was  there  said  is  applicable  to  this  case.  The  rule  adopted  by  the 
board  of  education,  and  which  is  set  out  in  full  in  the  bill,  shows  upon  its  face 
that  it  was  not  the  result  of  hasty  and  ill-considered  action.  At  a previous 
meeting  the  board  had  instructed  the  superintendent  of  schools  to  investigate 
the  effect  of  secret  societies  upon  the  schools,  and  upon  his  report  that  he  had 
made  the  investigation,  and  upon  his  recommendation,  the  rule  was  adopted. 
Assuming,  as  we  must,  that  the  adoption  of  the  rule  was  not  an  abuse  of  power 
or  discretion  conferred  by  law  upon  the  board,  courts  can  not,  and  should  not, 
interfere  with  its  enforcement.  Pupils  attending  the  schools  may  decide  for 
themselves  whether  they  prefer  membership  in  the  secret  societies,  with  the 
disqualification  from  representing  their  schools  in  literary  or  athletic  contests 
or  other  public  capacities,  or  whether  they  prefer  these  latter  privileges  to 
membership  in  said  societies.  It  is  for  the  board  of  education,  within -the 
reasonable  exercise  of  its  power  and  discretion,  to  say  what  is  best  for  the 
successful  management  and  conduct  of  the  schools,  and  not  for  the  courts. 

In  our  opinion  the  bill  was  properly  dismissed,  and  the  judgment  of  the 
appellate  court  is  affirmed. 

Judgment  affirmed. 


RECENT  SUPREME  COURT  DECISIONS. 


333 


XII.  Wisconsin. 


T State  v.  District  Board  of  School  District  No.  1 (Supreme  Court  of  Wisconsin,  May  8, 

1908),  1U»  N.  W.,  232.] 

Appeal  from  circuit  court,  Polk  County;  A.  J.  Vinje,  judge. 

Mandamus  by  the  State,  on  the  relation  of  L.  B.  Dresser,  against  the  district 
board  of  school  district  No.  1,  St.  Croix  Falls,  Polk  County,  to  compel  reinstate- 
ment of  relator’s  children  after  suspension  from  the  high  school.  Writ  de- 
nied, and  relator  appeals.  Affirmed. 

This  is  an  action  of  mandamus  commenced  by  the  relator  against  the  district 
board  and  G.  J.  Baker,  principal  of  the  high  school  of  St.  Croix  Falls,  to  compel 
the  reinstatement  of  two  of  relator’s  children  who  had  been  suspended  by  the 
principal.  The  petition,  after  the  formal  averments,  states,  in  substance,  that 
relator’s  two  minor  children  had  been  continuous  in  their  attendance  upon  the 
high  school  up  to  and  including  October  16,  1906,  on  which  date  they  were  sus- 
pended by  the  principal ; that  said  suspension  was  illegal  but  had  been  ratified 
by  the  district  board  and  still  continued  in  force ; that  said  children  can  not  be 
readmitted  to  said  school  “unless  they  should  apologize  with  a falsehood;” 
that  the  alleged  cause  of  suspension  of  said  children  was  a harmless  act  by 
them  and  three  other  pupils  of  the  high  school,  which  occurred  after  the  schools 
had  closed  on  October  10,  1906,  and  not  during  school  hours,  or  in  the  building 
where  the  school  was  maintained,  or  while  said  children  were  under  the  control 
of  said  principal ; that  at  the  request  of  a member  of  the  senior  class,  who  had 
written  a harmless  poem,  being  a take-off  on  the  rules  of  the  school,  the  offend- 
ing pupils,  who  were  younger  and  less  experienced,  took  the  writing  to  the 
office  of  a weekly  newspaper  published  in  the  same  village,  and  requested  the 
publisher  to  print  the  same  in  his  paper  if  there  was  nothing  wrong  in  it ; that 
the  publisher,  deeming  the  same  harmless,  published  it  in  part  of  the  next  issue 
of  the  paper.  The  poem  was  printed  as  part  of  the  petition,  but  it  is  here 
omitted.  It  is  alleged  that  the  deportment  of  the  children  in  school  had  been 
good,  and  they  had  never  violated  any  of  the  rules  prescribed  for  its  manage- 
ment. An  alternative  writ  was  issued  on  November  7,  1906,  based  upon  the 
petition,  with  supporting  affidavits.  The  defendants  in  the  return  to  the  writ 
state,  in  substance,  their  belief  that  the  publication  of  the  poem  in  question  in  a 
public  newspaper  was  detrimental  to  the  interests  of  the  school ; that  it  not  only 
tended  to  hold  up  said  school,  its  discipline,  and  its  teachers  to  public  contempt 
and  ridicule,  but  it  tended  toward  awakening  in  the  minds  of  the  pupils  them- 
selves a feeling  of  hostility  toward  the  teachers  and  a defiance  toward  the  proper 
control  and  management  of  the  school ; that  after  the  offense  had  been  com- 
mitted the  children  were  advised  of  the  harmfulness  of  their  conduct  and  re- 
quired to  apologize,  and  upon  their  refusal  they  were  suspended;  that  their 
reinstatement  without  suitable  apology  would  be  detrimental  to  the  interests  of 
the  school  and  subversive  of  proper  discipline  therein ; wherefore  they  ask  that 
the  petition  be  denied. 

The  relator  demurred  to  this  return  on  November  14,  1906.  Thereupon  the 
court,  as  appears  by  recitals  in  the  subsequent  findings,  appointed  a referee 
with  the  consent  of  the  attorneys  for  the  respective  parties  to  take  and  report 
the  evidence  relating  to  the  precise  grounds  of  suspension  of  relator’s  daughters, 
and  the  substance  of  what  was  said  between  the  teachers  and  said  pupils  pre- 
vious to  and  at  the  time  of  their  suspension.  The  referee  made  his  report  on 
the  30th  day  of  November,  which  contains  the  testimony  of  the  principal  and 
two  of  his  associates  and  of  three  of  the  pupils,  including  the  relator’s  children. 
The  principal  testified  that  after  he  learned  that  the  relator’s  children  had  taken 
the  poem  to  the  printing  office,  “ I then  told  them  that  their  penalty  is  that  you 
.are  suspended  until  you  apologize  and  pay  40  cents  each.”  In  the  apology, 
“ they  were  simply  to  admit  that  they  did  a wrong  thing,  that  they  were  sorry 
lor  it,  and  if  they  came  back  to  school  they  should  promise  to  be  obedient 
students.”  The  other  witnesses  gave  substantially  the  same  testimony.  There- 
after and  on  December  24,  1906,  the  court  filed  an  opinion  sustaining  the  action 
of  the  school  authorities  and  in  conclusion  overruled  the  relator’s  demurrer  to 
the  return,  and  dismissed  his  motion  for  a peremptory  writ  of  mandamus,  with 
costs.  There  was  no  request  made  on  behalf  of  the  relator  to  withdraw  the  de- 
murrer and  to  file  an  answer,  and  no  formal  application  was  made  to  amend 
the  petition  until  after  the  entry  of  judgment.  No  further  testimony  was  taken, 
and  on  December  28,  1906,  the  court  made  and  filed  its  findings  in  favor  of  the 


334  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


defendants,  and  directing  the  dismissal  of  the  petition.  From  the  judgment  en- 
tered thereon,  bearing  the  same  date,  this  appeal  is  taken.  Thereafter  and  at 
a special  term  of  said  court,  and  on  the  .31st  day  of  January,  1907,  a petition 
theretofore  tiled  on  behalf  of  the  relator,  based  on  the  evidence  taken  before  the 
referee,  asking  leave  to  amend  the  petition  by  adding  the  words  “ and  pay  forty 
cents  each,”  in  their  proper  place,  relating  to  the  penalty  imposed  at  the  time 
of  the  suspension,  came  on  to  be  heard,  and  was  denied  by  the  court.  There 
was  an  exception  to  the  order,  but  no  appeal  has  been  taken  therefrom. 

Bashford,  J.  (after  stating  the  facts  as  above).  The  procedure  adopted  in 
determining  the  issues  presented  by  the  pleadings  in  this  action  was  informal 
and  irregular  and  can  not  be  approved.  The  demurrer  to  the  return  raised 
an  issue  of  law,  which  should  first  have  been  disposed  of,  and,  if  overruled, 
leave  should  have  been  given  to  the  relator,  if  he  so  desired,  to  withdraw  the 
same  and  amend  his  petition,  or  to  interpose  an  answer  if  an  issue  of  fact  was 
to  be  presented.  The  court  and  the  attorneys  for  the  respective  parties  evi- 
dently treated  the  demurrer  as  an  answer  to  the  return,  as  a consent  order  was 
entered  referring  the  only  controverted  issue  to  a referee  to  report  the  testi- 
mony. There  was  no  material  conflict  in  the  evidence,  and  upon  the  report  of 
the  referee  the  court  filed  an  opinion  determining  the  issues  of  law  and  fact  in 
favor  of  the  respondents,  and  overruling  the  relator’s  demurrer  to  the  return, 
and  denying  his  motion  for  peremptory  writ  of  mandamus.  Formal  findings  were 
made  in  accordance  with  the  opinion,  upon  which  the  judgment  was  entered. 
This  summary  method  of  trial  has  in  the  opinion  of  the  court  met  the  substan- 
tial ends  of  justice,  and  the  relator  by  consenting  thereto  is  in  no  position  to 
complain. 

Error  is  assigned  by  the  appellant  upon  the  refusal  of  the  court  to  permit  an 
amendment  to  the  petition  setting  up  the  requirement  of  the  school  authorities 
that  the  suspended  pupils  should  pay  a penalty  of  40  cents  each  as  a con- 
dition of  reinstatement.  Formal  application  to  amend  was  not  made  until  after 
judgment,  and  there  is  no  appeal  from  the  order  denying  the  same.  The  appeal 
being  from  the  judgment,  the  subsequent  order  is  not  reviewable  upon  this 
record.  (Bank  of  Commerce  v.  Elliott,  109  Wis.  648,  85  N.  W.  417.)  As  there 
was  no  conflict  in  the  testimony  on  this  subject,  the  variance  between  the  plead- 
ing and  the  proof  was  not  material,  and  the  court  might  have  found  the  fact 
in  accordance  with  the  evidence,  or  have  ordered  an  amendment  to  the  petition. 
Section  2670,  Stat.  1898.  The  court  did  consider  the  proof  with  respect  to  this 
penalty  and  very  properly  suggested  in  the  opinion  that  no  such  condition  should 
be  attached  to  the  reinstatement  of  the  pupils.  It  has  been  held  that  a school 
board  has  no  power  to  make  or  enforce  a rule  requiring  pupils  under  penalty  of 
suspension  to  pay  damages  for  school  property  accidentally  or  negligently  in- 
jured or  destroyed.  (Perkins  v.  School  Board,  56  Iowa,  476,  9 N.  W.  356;  Holl- 
man  v.  School  District,  77  Mich.  605,  43  N.  W.  996,  6 L.  R.  A.  534.) 

We  are  not  called  upon  to  approve  the  practical  wisdom  displayed  by  the 
school  authorities  in  dealing  with  the  hasty  conduct  of  thoughtless  school  chil- 
dren, prompted  by  an  older  mate,  and  abetted  by  the  publisher  of  the  paper,  or 
to  justify  the  strong  resentment  that  must  have  prompted  the  relator  in  ap- 
pealing to  the  courts  for  redress.  The  exercise  of  a little  charity,  forbearance, 
and  good  nature  might  have  avoided  the  controversy,  which  must  have  been  at- 
tended with  more  or  less  serious  consequence  to  the  suspended  pupils  as  well 
as  to  the  school,  and  to  the  litigants  here  represented.  But  the  cause  is  before 
us  for  decision,  and  must  be  treated  like  any  other  lawsuit. 

The  remaining  assignments  of  error  relate  to  the  power  of  the  school  authori- 
ties to  suspend  the  offending  pupils  for  the  misconduct,  which  was  established 
by  the  undisputed  evidence.  The  authority  to  suspend  the  pupils  from  the 
privileges  of  the  school  is  denied  by  the  appellant,  unless  the  offense  was  a 
violation  of  some  rule  prescribed  by  the  board,  or  involved  moral  turpitude,  or 
wTas  committed  during  school  hours  in  the  schoolroom,  or  in  the  presence  of 
the  master  and  other  pupils.  In  support  of  this  proposition  counsel  refer  to 
Board  of  Education  v.  Turse,  101  Ga.  422,  28  S.  E.  896,  41  L.  It.  A.  593,  65  Am. 
Stat.  Rep.  312 ; Murphy  v.  Board  of  Directors,  30  Iowa,  429 ; and  Dritt  v.  Snod- 
grass, 66  Mo.  286,  27  Am.  Rep.  343.  The  decision  of  the  Georgia  court  has  no 
direct  application.  It  was  there  held  that  the  school  board  might  suspend  chil- 
dren who  had  not  been  guilty  of  any  violation  of  the  rules  of  the  school,  but 
whose  mother,  undertaking  to  call  in  question  the  discipline  of  the  teacher  over 
one  of  the  children,  entered  the  schoolroom  during  school  hours,  and  in  the 
presence  of  the  pupils  there  assembled  used  offensive  and  insulting  language  to 
such  teacher.  Dritt  v.  Snodgrass,  supra,  is  readily  distinguishable.  There  the 


RECENT  SUPREME  COURT  DECISIONS. 


335 


school  board  had  made  a rule  that  no  pupil  should  during  the  school  term 
attend  a social  party,  and  a pupil  by  the  permission  of  his  parents  violated  the 
rule  and  was  expelled.  The  court  held  that  in  prescribing  the  foregoing  rule 
the  board  had  gone  beyond  its  power  and  invaded  the  rights  of  the  parents. 
Murphy  v.  Board  of  Directors,  30  Iowa,  429,  is  directly  in  point,  and  supports 
the  proposition  stated  by  the  appellant,  but  the  decision  is  made  to  turn  upon 
the  extent  of  the  power  conferred  by  statute  on  boards  of  school  directors.  The 
statute  provided  that  the  directors  should  have  power  to  dismiss  pupils  from 
school  for  gross  immorality  or  for  persistent  violation  of  the  regulations  of  the 
school;  and  it  was  also  made  their  duty  to  aid  the  teacher  in  establishing  and 
enforcing  rules  for  the  government  of  the  schools.  The  words  italicized  are  so 
written  in  the  opinion  as  manifesting  the  power  which  may  be  exercised  by  the 
board.  The  plaintiff  in  that  case  was  not  charged  with  immorality  or  the 
violation  of  any  regulation  of  the  school.  It  is  said  in  the  opinion : “ The 
statute  does  not  authorize  the  board  of  directors  to  suspend  pupils  for  acts 
tending  to  destroy  the  peace  and  harmony  of  the  school,  or  inciting  insubordina- 
tion in  others,  or  for  ridicule  of  the  directors,  in  the  absence  of  any  regula- 
tion prohibiting  such  acts.”  Section  439,  Stat.  1898,  confers  broader  power 
upon  such  boards ; it  authorizes  them  to  make  all  rules  needful  for  the  govern- 
ment of  the  school,  and  to  suspend  any  pupil  for  noncompliance  with  the  rules 
made  by  themselves  or  by  the  teacher  with  their  consent.  But  it  is  urged  that 
in  the  instant  case  no  rule  had  been  prescribed  by  the  board  or  by  the  teacher 
relating  to  the  misconduct  complained  of.  But  that  contention  is  fairly  met  by 
the  decision  of  this  court  in  State  ex  rel,  Burpee  v.  Burton,  45  Wis.  150,  30  Am. 
Rep.  706. 

The  case  last  cited  was  an  action  of  mandamus  to  compel  the  reinstatement 
of  a pupil  in  the  school  who  had  been  guilty  of  misconduct,  which  was  of  itself 
not  a violation  of  any  rule  prescribed  by  the  board  or  by  the  principal.  It  is 
said  in  the  opinion : “ While  the  principal  or  teacher  in  charge  of  a public 
school  is  subordinate  to  the  school  board  or  board  of  education  of  his  district  or 
city,  and  must  enforce  rules  and  regulations  adopted  by  the  board  for  the  gov- 
ernment of  the  school,  and  execute  all  its  lawful  orders  in  that  behalf,  he  does 
not  derive  all  his  power  and  authority  in  the  school  and  Over  his  pupils  from 
the  affirmative  action  of  the  board.  He  stands  for  the  time  being  in  loco 
parentis  to  his  pupils,  and  because  of  that  relation  he  must  necessarily  exercise 
authority  over  them  in  many  things  concerning  which  the  board  may  have 
remained  silent.  In  the  school,  as  in  the  family,  there  exist  on  the  part  of  the 
pupils  the  obligations  of  obedience  to  lawful  commands,  subordination,  civil  de- 
portment, respect  for  the  rights  of  other  pupils,  and  fidelity  to  duty.  These  ob- 
ligations are  inherent  in  any  proper  school  system,  and  constitute,  so  to  speak, 
the  common  law  of  the  school.  Every  pupil  is  presumed  to  know  this  law,  and 
is  subject  to  it,  whether  it  has  or  has  not  been  reenacted  by  the  district  board 
in  the  form  of  written  rules  and  regulations.  Indeed,  it  would  seem  impossible 
to  frame  rules  which  would  cover  all  cases  of  insubordination  and  all  acts  of 
vicious  tendency  which  the  teacher  is  liable  to  encounter  daily  and  hourly.” 
While  the  offense  for  which  the  pupil  was  suspended  is  not  stated  in  the  Burpee 
case,  itnvas  apparently  committed  in  the  schoolroom  and  in  the  presence  of  the 
teacher,  and  hence  it  may  be  urged  that  the  two  cases  are  distinguishable.  We 
have  been  referred  to  no  decision  directly  holding  that  the  school  authorities  can 
suspend  a pupil  for  misconduct  after  school  hours,  unless  the  offense  is  a viola- 
tion of  established  rules,  or  is  committed  in  the  schoolhouse  or  upon  the 
school  grounds,  or  in  the  presence  of  the  master  and  other  pupils.  There  is 
abundant  authority,  however,  that  the  school  board  or  the  teacher  may  make 
rules  to  govern  the  conduct  of  the  pupils  after  school  hours,  and  punish  a viola- 
tion thereof  by  suspension  from  attendance  upon  school.  (Deskins  v.  Gose,  85 
Mo.  4S5,  55  Am.  Rep.  387 ; Hutton  v.  State,  23  Tex.  App.  386,  5 S.  W.  122,  59  Am. 
Rep.  776;  Wayland  v.  Hughes,  43  Wash.  441,  86  Pac.  642,  7 L.  R.  A.  (N.  S.) 
352;  Kinzer  v.  Directors,  129  Iowa,  441,  105  N.  W.  686,  3 L.  R.  A.  (N.  S.)  496; 
Jones  v.  Cody,  132  Mich.  13,  92  N.  W.  495,  62  L.  R.  A.  160.) 

It  is  clear,  therefore,  that  a rule  might  have  been  adopted  by  the  school 
authorities  to  meet  the  situation  here  presented.  This  court  in  the  quotation 
already  made  from  the  opinion  in  the  Burpee  case  recognizes  certain  obliga- 
tions on  the  part  of  the  pupil,  which  are  inherent  in  any  proper  school  system, 
and  which  constitute  the  common  law  of  the  school,  and  which  may  be  enforced 
without  the  adoption  in  advance  of  any  rules  upon  the  subject.  This  court 
therefore  holds  that  the  school  authorities  have  the  power  to  suspend  a pupil 
for  an  offense  committed  outside  of  school  hours  and  not  in  the  presence  of  the 


336  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


teacher  which  has  a direct  and  immediate  tendency  to  influence  the  conduct  of 
other  pupils  while  in  the  schoolroom  to  set  at  naught  the  proper  discipline  of 
the  school,  to  impair  the  authority  of  the  teachers,  and  to  bring  them  into  ridi- 
cule and  contempt.  Such  power  is  essential  to  the  preservation  of  order, 
decency,  decorum,  and  good  government  in  the  public  schools. 

The  school  authorities  considered  the  misconduct  for  which  the  pupils  were 
suspended  such  as  to  have  a direct  and  injurious  effect  upon  the  good  order 
and  discipline  of  the  school.  The  relator’s  children  were  instrumental  in  caus- 
ing the  publication  of  the  poem  in  a newspaper,  which,  supposedly,  found  its 
way  into  the  homes  of  many  of  the  children  attending  the  high  school,  and  who 
would  be  as  much  influenced  thereby  as  if  the  writing  had  been  printed  and 
posted  in  the  schoolroom,  or  there  circulated  and  read.  The  teachers  are 
especially  familiar  with  the  disposition  and  temper  of  the  children  under  their 
charge  and  the  effect  which  such  a publication  would  probably  have  upon  the 
good  order  and  discipline  of  the  school.  The  school  authorities  must  necessarily 
be  invested  with  a broad  discretion  in  the  government  and  discipline  of  the 
pupils,  and  the  courts  should  not  interfere  with  the  exercise  of  such  authority 
unless  it  has  been  illegally  or  unreasonably  exercised.  The  trial  court  has  found 
that  the  act  complained  of  does  not  evince  an  abuse  of  discretion  on  the  part  of 
the  teachers,  but  rather  an  earnest  desire  to  counsel,  admonish,  and  discipline  the 
pupils  for  their  own  good  as  well  as  for  the  good  of  the  school.  That  conclu- 
sion is  supported  by  the  testimony  and  is  here  approved.  This  court  is  not 
called  upon  to  decide  as  to  the  wisdom  of  the  action  of  the  school  authorities, 
but  only  as  to  their  jurisdiction  within  proper  limits. 

The  judgment  of  the  court  below  is  affirmed. 


TEACHERS’  SALARIES. 


XIII.  Pennsylvania. 

{Houston  v.  Central  Board  of  Education  of  Pittsburg  (Supreme  Court  of  Pennsylvania, 
January  6,  1908),  68  A.,  1036.] 

Bill  by  James  W.  Houston  against  the  Central  Board  of  Education  of  Pitts- 
burg for  an  injunction. 

The  following  is  the  opinion  of  Evans,  J.,  in  the  court  below : 

“ The  plaintiff,  a taxpayer  of  the  city  of  Pittsburg,  files  this  bill  against  the 
Central  Board  of  Education  of  the  City  of  Pittsburg,  alleging  that  in  the  ap- 
pointment of  a commission  known  as  the  ‘ teachers’  salary  commission  ’ and 
the  maintenance  of  said  commission  and  the  payment  of  salaries  of  certain  of 
the  teachers  of  the  said  districts  of  the  city  of  Pittsburg,  in  accordance  with 
the  recommendation  of  said  commission,  the  defendant  has  transcended  its  au- 
thority, and  asking  that  it  be  restrained  in  the  premises. 

“ Findings  of  fact. 

“ The  facts  in  this  case  are  not  in  dispute.  There  was  no  testimony  taken 
at  the  trial  of  the  case,  and  all  the  material  allegations  of  the  plaintiff’s  bill 
are  admitted  in  the  answer,  and  we  have  found  the  undisputed  facts  in  the  case 
by  the  approval  of  the  requests  of  the  plaintiff  for  findings  of  fact,  and  refer  to 
them  and  to  the  bill  for  the  facts  in  the  case. 

“ Conclusions  of  law. 

“ In  the  month  of  December,  1904,  the  defendant,  the  Central  Board  of  Edu- 
cation of  the  City  of  Pittsburg,  by  resolution,  divided  the  teachers  of  the  sub- 
district schools  below  the  eighth  grade  into  two  classes,  to  be  known  as  ‘Class 
A’  and  ‘ Class  B,’  and  fixed  the  salary  of  Class  A at  various  amounts,  dependent 
upon  the  number  of  years’  experience  had  by  the  teacher,  making  the  salary 
for  above  seven  years’  experience  $800  per  annum,  and  fixed  the  salary  of  the 
teachers  in  Class  B at  $900  per  annum.  The  requisites  of  enrollment  in  Class  B 


RECENT  SUPREME  COURT  DECISIONS. 


337 


were,  first,  the  teacher  shall  have  taught  seven  annual  terms  of  ten  months 
each : second,  they  shall  hold  a permanent  certificate  issued  by  the  State  of 
Pennsylvania ; third,  they  shall  be  recommended  to  the  commission  by  the  board 
of  directors  of  the  subdistrict  in  which  they  are  employed  at  the  time  of  the 
application,  and  said  recommendation  shall  have  the  approval  of  the  principal 
and  shnll  be  indorsed  by  a commission  known  as  the  ‘teachers’  salary  commis- 
sion ’ upon  an  investigation  and  examination  made  by  it.  The  above  is,  in  sub- 
stance, the  acts  of  the  defendant  which  the  plaintiff  alleges  are  illegal. 

“ The  defendant  is  a creature  of  the  legislature,  and,  unless  the  powers  as- 
sumed by  it  in  the  premises  are  authorized  by  the  legislature,  then  it  has  no 
right  to  expend  the  public  money  in  the  furtherance  of  the  object  to  be  obtained 
by  the  exercise  of  these  powers.  The  act  of  February  12,  1S69  (P.  L.,  150), 
creating  the  Central  Board  of  Education  of  Pittsburg,  and  determining  its 
powers,  is  very  specific,  and  goes  into  detail  in  fixing  the  powers  of  the  central 
board,  both  as  respects  the  high  school  and  tlie  subdistrict  schools,  and  the 
only  power  or  control  which  the  Central  Board  of  Education  may  exercise  with 
reference  to  the  teachers  of  the  subdistrict  schools  is  found  in  the  twenty-sev- 
enth section  of  the  act,  which  provides  ‘ That  the  central  board  shall  have 
power  and-  authority  to  determine  upon  the  number  of  teachers  in  the  subdis- 
trict schools,  schools  for  children  of  color  and  professors  and  teachers  in  the 
high  school,  and  to  fix  and  pay  the  salaries  of  all  of  said  professors  and  teach- 
ers.’ Another  section  gives  it  the  powers  to  appoint  and  to  dismiss  professors 
and  teachers  in  the  high  school,  but  as  to  the  subdistrict  schools  this  authority 
is  given  to  the  local  board. 

“ It  is  under  the  power  to  fix  and  pay  the  salaries  of  the  teachers  of  the  sub- 
district schools  that  the  central  board  of  education  assumes  to  maintain  the 
salary  commission.  The  salary  commission  was  appointed  by  a resolution  of  the 
central  board  of  education  in  the  month  of  December,  1904,  and  the  paragraph 
which  embodies  the  real  work  of  that  commission  is  as  follows : ‘ The  com- 
mission shall  have  the  following  powers  and  duties:  * * * (b)  To  conduct 

such  investigation  at  such  times  and  in  such  manner  as  may  be  decided  by  the 
commission  and  as  may  be  deemed  necessary  that  a just  conclusion  may  be 
reached  on  the  proficiency  and  progressive  spirit  of  the  applicant  in  her  profes- 
sion.’ It  will  be  observed  that  there  is  no  standard  fixed  by  the  school  board, 
the  attainment  of  which  will  determine  the  question  of  the  salary  to  be  paid  to 
the  teacher.  There  is  no  direction  as  to  the  manner  in  which  the  examination 
of  the  teacher,  in  order  to  determine  her  proficiency  and  progressive  spirit,  is  to 
be  conducted.  The  entire  matter  is  left  to  the  discretion  of  the  commission 
created  by  the  central  board  of  education,  without  a rule  to  guide  them  or  to 
bind  them,  and  the  report  of  the  commission  is  final  and  conclusive,  both  upon 
the  applicant  and  the  central  board. 

“ Paragraph  ‘ c ’ of  the  powers  of  the  commission  is  ‘ to  report  to  the  various 
subdistrict  boards  from  whose  corps  of  teachers  applications  have  been  re- 
ceived the  names  of  the  teachers  who  have  been  enrolled  in  Class  B ; ’ paragraph 
‘ d,’  ‘ to  report  to  the  secretary  of  the  central  board  of  education,  before  the  15th 
of  September  in  each  year,  the  names  of  such  teachers  as  have  been  enrolled  in 
Class  B during  the  year.’  It  will  be  observed  that  the  commission  enrolls  the 
teachers  in  Class  B and  Class  A without  reference  to  the  will  of  the  local 
board  or  of  the  central  board,  without  consulting  either,  and  simply  reports  the 
result  of  its  conclusion  to  those  boards.  The  fixing  of  the  salaries  of  teachers 
on  the  basis  of  the  report  of  this  commission  is  certainly  the  fixing  of  those 
salaries  by  proxy,  which  was  condemned  by  the  supreme  court  of  our  State  in 
Delano  Land  Company’s  appeal,  103  Pa.,  347.  Mr.  Justice  Trunkey,  in  delivering 
the  opinion  of  the  court,  said : ‘ Doubtless  the  directors  believed  it  for  the  inter- 
est of  the  district  to  employ  Noonan  to  perform  many  of  their  own  duties  and 
some  of  the  duties  of  the  county  superintendent  in  relation  to  the  fifteen  schools 
widely  scattered  over  a large  township.  The  directors  honestly  arranged  to 
supervise,  grade,  and  visit  the  schools  by  proxy.  But  their  good  faith  does  not 
stand  as  authority  for  employing  a superintendent  for  the  district.  The  pro- 
visions of  the  law  may  be  inadequate  to  the  needs  of  the  district  because  the 
county  superintendent  has  too  much  to  do  and  the  directors  are  indisposed  to 
do  all  that  is  required  of  them.  If  so,  the  power  that  made  the  law  alone  can 
remedy  its  defects.’  We  think  the  decision  of  that  case  governs  this  one.  The 
power  to  fix  the  salaries  is  in  the  central  board  of  education.  It  has  a discretion 

22 


63470—09- 


338  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


which  must  be  exercised  by  it  and  can  not  be  delegated  to  a commission,  and 
the  payment  of  salaries  to  this  commission  and  the  expenses  of  its  maintenance 
and  operation  and  the  payment  of  salaries  based  upon  the  report  made  by  it 
are  without  the  power  of  the  central  board  and  contrary  to  law.  To  the  board 
of  directors  of  the  subdistrict  schools  is  given  the  power  to  elect  the  teachers, 
to  supervise  their  conduct  during  their  incumbency,  and  to  discharge  them  for 
reasons  specified  in  the  act  of  assembly.  Necessarily  connected  with  these 
powers  is  the  duty  to  pass  upon  their  qualifications  as  teachers  before  their 
election,  the  efficiency  of  their  work  during  their  incumbency,  and  their  term 
of  service  in  the  subdistrict  schools.  All  these  are  given  necessarily  to  the 
directors  of  the  subdistrict  schools.  None  of  them  are  given  to  the  central  board 
of  education.  If  we  then  give  to  the  central  board  of  education  power  to  fix  the 
salary  dependent  upon  its  judgment  of  the  qualifications  of  the  individual  teach- 
ers, we  take  away  from  the  directors  of  the  subdistrict  schools  the  gist  of  their 
supervision  over  the  individual  teachers  and  their  determination  of  their  quali- 
fications and  efficiency.  Of  what  good  would  be  the  power  to  elect  a teacher 
by  the  directors  of  the  subdistrict  schools  if  the  central  board  of  education 
might  determine  that  that  teacher  was  unfit  for  the  position  and  fix  her  salary 
at  such  an  inadequate  amount  that  she  could  not  afford  to  accept  the  position? 

“ It  was  not  intended  by  the  legislature  that  the  power  to  fix  the  salaries  of 
the  teachers  of  the  subdistrict  schools  should  thus  interfere  with  the  powers  and 
duties  of  the  subdistrict  board ; but  the  evident  intention  is  to  fix  such  a sched- 
ule of  salaries  that  the  directors  of  the  various  subdistricts  may  know  from 
their  examination  of  the  qualifications  of  the  teacher,  her  experience,  her  prob- 
able efficiency  in  the  school,  the  position  to  which  they  would  elect  her,  the 
exact  salary  which  she  shall  get  upon  the  assumption  of  her  duties.  And  this  is 
the  interpretation  which  the  central  board  of  education  has  placed  upon  the 
authority  given  it  to  fix  salaries  from  its  creation  up  until  December,  1904,  and 
it  was  in  pursuance  of  this  interpretation  of  the  act  of  assembly  that  it  fixed 
the  salaries  of  the  teachers  of  the  subdistrict  schools. 

“(1)  The  plaintiff  has  standing  to  maintain  this  bill. 

“(2)  The  creation  and  maintenance  of  the  commission  known  as  the  ‘teach- 
ers’ salary  commission’  by  the  defendant  is  without  authority  of  law. 

“(3)  The  payment  of  salaries  and  expenses  of  said  commission  by  the  defend- 
ant was  unlawful. 

“(4)  The  fixing  of  the  salaries  by  the  defendant  of  the  teachers  of  the  sub- 
district schools  below  the  eighth  grade  and  above  seven  years’  experience,  in 
accordance  with  the  resolution  of  December,  1904,  was  not  an  exercise  of  the 
power  given  to  it  to  fix  the  salaries  of  the  teachers  of  the  subdistrict  schools, 
and  was,  therefore,  unlawful  and  void. 

“ Decree. 

“And  now,  September  22,  1906,  this  cause  came  on  to  be  further  heard  at  this 
term  and  was  argued  by  counsel,  and  upon  consideration  thereof  it  is  ordered, 
adjudged,  and  decreed  as  follows,  viz: 

“(1)  The  teachers’  salary  commission  referred  to  in  the  bill  in  this  case  is 
illegal  and  has  no  legal  right  to  exercise  the  powers  purporting  to  be  conferred 
upon  it  under  the  resolution  adopted  by  the  defendant  and  referred  to  in  said 
bill. 

“(2)  The  defendant,  the  central  board  of  education  of  the  city  of  Pittsburg, 
its  officers,  members,  and  agents,  are  hereby  enjoined  and  restrained  from  pay- 
ing out  any  funds,  by  way  of  salary,  expense,  or  otherwise,  to  the  members  of 
or  on  account  of  said  teachers’  salary  commission. 

“(3)  The  defendant  and  the  members  thereof  are  hereby  ordered  to  resume 
and  exercise  the  power  and  duty  of  fixing  the  salaries  of  teachers  of  the  sub- 
district schools  of  the  city  of  Pittsburg  in  accordance  with  the  statute  in  such 
case  made  and  provided.” 

Argued  before  Fell,  Brown,  Mestrezat,  Potter,  Elkin,  and  Stewart,  .T.  J. 

Per  Curiam.  The  decree  entered  in  this  case  is  affirmed  on  the  findings  of 
fact  and  conclusions  of  law  by  the  learned  judge  of  the  common  pleas. 


RECENT  SUPREME  COURT  DECISIONS. 


339 


TEACHERS’  LICENSES— REVOCATION. 


XIV.  Indiana. 

[Stone,  county  superintendent,  v.  Fritts  (Supreme  Court  of  Indiana,  November  26,  1907), 

82  N.  E.,  792.] 

Appeal  from  circuit  court,  Owen  County ; Joseph  TV.  Williams,  judge. 

Action  by  Harry  Fritts  v.  William  H.  Stone,  county  superintendent.  From  a 
judgment  for  plaintiff  defendant  appeals.  Reversed,  with  directions. 

Montgomery,  J.,  appellee,  brought  this  action  to  enjoin  appellant,  as  county 
superintendent,  from  revoking  his  license  to  teach  school.  It  appears  from  the 
complaint:  That  appellee  is  a school-teacher  of  twenty  years’  experience,  and 
that  on  October  16,  1905,  while  engaged  in  teaching  in  Owen  County,  appellant 
prepared  and  filed  against  him  as  such  teacher  the  following  charge  and  speci- 
fications, to  wit:  “ (1)  You  have  refused  without  good  reason  to  board  in  your 
school  community.  On  this  account  you  are  unable  to  reach  your  school  so  as 
to  begin  daily  school  sessions  at  a reasonable  time.  (2)  You  have  refused 
without  reason  to  attend  the  preliminary  township  institute  and  the  monthly 
township  institute.  (3)  You  have  refused  without  reason  to  give  regular  at- 
tendance at  the  teachers’  county  institute.  (4)  You  do  not  make  daily  prepara- 
tion necessary  for  successful  teaching.”  That  appellee  appeared  in  response 
to  notice,  and  such  proceedings  were  had  as  resulted  in  the  dismissal  of  such 
charge,  and,  on  completion  of  his  school  term,  appellant  issued  to  him  a success 
grade  of  92  per  cent  as  a teacher.  That  afterwards  appellee  secured  from  the 
state  superintendent  a license  to  teach  for  tw^enty-four  months  from  the  28th 
day  of  April,  1906,  and  on  July  5 following  appellant  notified  appellee  to  appear 
at  his  office  and  make  answer  to  the  above  charge,  and  show  cause,  if  any, 
why  his  license  to  teach  should  not  be  revoked,  and  in  response  thereto  appellee 
appeared  in  person  and  by  counsel,  and  caused  the  hearing  to  be  postponed  until 
July  10th.  Appellee  further  avers  that  neither  of  said  charges  constitutes  a 
cause  for  the  revocation  of  such  license;  that  appellant  has  no  right  or  author- 
ity to  hear  and  determine  the  same;  that  conceding  the  sufficiency  of  such 
charge  appellant  has  no  power  to  hear  and  determine  the  same  over  the  objec- 
tion of  appellee;  that  section  9 of  the  act  of  March  3,  1899  (Acts,  1899,  p.  245, 
chap.  143),  is  unconstitutional;  that  the  charges  are  untrue  and  false,  and  ap- 
pellant is  not  an  impartial  magistrate,  and  will  upon  such  charge  revoke 
appellee’s  license  to  his  irreparable  damage.  The  court  below  overruled  appel- 
lant’s demurrer  to  the  complaint,  and  the  assignment  that  this  ruling  was 
erroneous  presents  the  disputed  questions  for  our  decision. 

The  statute  upon  which  this  proceeding  was  founded  reads  as  follows : “ That 
the  county  superintendent  shall  (have)  the  power  to  revoke  licenses  heretofore 
granted  by  himself  or  predecessors  or  hereafter  granted  by  the  state  superin- 
tendent of  public  instruction,  for  incompetency,  immorality,  cruelty,  or  general 
neglect,  by  the  holder,  of  the  business  of  his  school.  Due  notice  of  such  revoca- 
tions shall  be  given  in  writing  by  the  county  superintendent,  and  an  appeal 
therefrom  shall  lie  to  the  state  superintendent  of  public  instruction,  and  if  the 
same  be  taken  within  five  days  after  notice  is  given  it  shall  operate  as  a stay 
of  proceedings  until  the  state  superintendent  of  public  instruction  shall  have 
passed  upon  such  appeal.  The  revocation  of  the  license  of  any  teacher  shall 
terminate  his  employment  in  the  school  in  which  he  may  have  been  employed 
to  teach.”  (Burns’  Ann.  Stat.,  1901,  sec.  5905f).  It  is  contended  on  behalf 
of  appellee  that  this  section  of  the  law  contravenes  section  12  of  article  1 of 
the  state  constitution,  which  provides  “ that  the  courts  shall  be  open ; and 
every  man  for  injury  done  to  him  in  person,  property,  or  reputation,  shall  have 
remedy  by  due  course  of  law;  ” and  also  violates  section  21  of  article  1,  which 
provides  that  “ no  man’s  particular  services  nor  his  property  shall  be  taken 
by  law  without  just  compensation  ; ” and  violates  the  provisions  of  article  3 
of  the  constitution  by  conferring  judicial  powTer  upon  a ministerial  officer. 
This  complaint  can  be  held  sufficient  only  upon  the  ground  that  the  law  in 
question  is  unconstitutional,  or  that  the  proceeding  assailed  was  wholly  void 
for  want  of  jurisdiction  over  the  subject-matter  or  the  person  of  appellee. 

The  constitutional  questions  suggested  are  not  of  a serious  character.  It 
must  be  remembered  that  the  establishment  and  regulation  of  public  schools 


340  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


rest  primarily  with  the  legislative  department,  and  the  constitutional  pro- 
visions invoked  by  appellee  were  not  designed  to  trammel  the  State  in  the 
exercise  of  its  general  political  powers,  or  to  impose  upon  the  courts  the  duty 
of  interposing  between  the  legislature  and  the  citizen  in  matters  of  pure  govern- 
mental concern.  The  legislature,  in  the  proper  exercise  of  its  power,  has 
provided  a general  system  of  licenses  for  those  who  desire  to  engage  in  teach- 
ing, and  has  authorized  the  revocation  of  any  such  license  by  county  superin- 
tendents for  certain  prescribed  causes.  A license  has  none  of  the  elements  of 
a contract,  and  dees  not  confer  an  absolute  right,  but  only  a personal  privilege 
to  be  exercised  under  existing  restrictions,  and  such  as  may  thereafter  be  rea- 
sonably imposed.  Statutes  authorizing  the  issuance  of  such  licenses  are  enacted 
to  promote  the  good  order  and  welfare  of  the  State,  and  may  ordinarily  be 
repealed  at  the  pleasure  of  the  legislature.  (Calder  v.  Kurby,  5 Gray  (Mass.), 
597 ; Freleigh  v.  State,  8 Mo.,  GOG ; People  v.  New  York  Tax,  etc.,  Commissioners, 
47  N.  Y.,  501;  State  v.  Burgoyne,  75  Tenn.,  173,  40  Am.  Rep.,  60.) 

In  the  case  of  Doyle  v.  Continental  Insurance  Company  (94  U.  S.,  535,  540, 
24  L.  Ed.,  148)  the  Supreme  Court  of  the  United  States,  in  speaking  of  licenses, 
said : “ The  correlative  power  to  revoke  or  recall  a permission  is  a necessary 
consequence  of  the  main  power.  A mere  license  by  the  State  is  always  revoc- 
able.” The  statute  authorizing  the  granting  of  a license  may  provide  for  its 
revocation  in  certain  contingencies,  and,  by  accepting  and  acting  under  a license, 
the  licensee  consents  to  all  conditions  imposed  thereby,  including  provisions  for 
Its  revocation.  (21  Am.  and  Eng.  Ency.  of  Law,  826.)  In  the  case  of  Common- 
wealth v.  Kinsley  (133  Mass.,  578)  the  supreme  court  of  Massachusetts  said: 
“A  licensee  takes  his  license  subject  to  such  conditions  as  the  legislature  sees  fit 
to  impose,  and  one  of  the  statutory  conditions  of  this  license  was  that  it  might 
be  revoked  by  the  selectmen  at  their  pleasure.  Such  a license  is  not  a con- 
tract, and  a revocation  of  it  does  not  deprive  the  defendant  of  any  property, 
immunity,  or  privilege  within  the  meaning  of  these  words  in  the  declaration  of 
rights.”  The  supreme  court  of  Illinois,  in  discussing  the  proprietary  interest 
of  an  individual  in  a license  to  retail  intoxicating  liquors,  said  : “ He  received 
the  license  on  the  condition  that  it  might  be  revoked  if  he  should  sell  liquor  on 
Sunday,  and  he  thereby  assented  to  the  terms  and  conditions.”  ( Schwuchow  v. 
City  of  Chicago,  6S  111.,  444,  450.) 

It  is  our  conclusion  that  the  act  in  question  does  not  assume  to,  and  does  not, 
deny  appellee  access  to  the  courts  for  any  injury  done  to  him  in  his  person, 
property,  or  reputation,  within  the  meaning  of  section  12,  article  1,  of  the  state 
constitution.  The  enforcement  of  regulations  enacted  in  the  proper  exercise  of 
the  police  power  of  the  State  can  not  be  resisted  as  a taking  of  private  property 
without  compensation  in  violation  of  section  21,  article  1,  of  the  state  constitu- 
tion. ( State  v.  Richcreek,  167  Ind.,  217,  77  N.  E.,  1085 ; Levy  v.  State,  161  Ind., 
251,  68  N.  E.,  172;  City  of  Aurora  v.  West,  9 Ind.,  74.)  It  is  equally  well  set- 
tled that  statutes  conferring  upon  a ministerial  officer  or  board  power  to  issue 
and  to  revoke  licenses  are  not  invalid  and  do  not  clothe  such  tribunals  with 
judicial  power,  and  in  granting,  refusing,  or  revoking  any  such  license  such 
tribunal  does  not  exercise  judicial  power  in  violation  of  constitutional  pro- 
visions. ( Spurgeon  v.  Rhodes,  167  Ind.,  1,  78  N.  E.,  22S ; State  v.  Webster,  150 
Ind.,  621,  50  N.  E.,  750,  41  L.  R.  A.,  212.)  We  accordingly  hold  the  statute 
above  quoted  valid  and  constitutional  as  against  the  attack  of  appellee. 

The  remaining  question  is  whether,  in  his  complaint,  appellee  has  shown  suffi- 
cient ground  to  invoke  the  aid  of  a court  of  equity.  In  a kindred  case  the 
supreme  court  of  New  Jersey  denied  a teacher’s  right  to  resort  to  a court  of 
law,  using  the  following  language : “ The  plaintiff,  having  accepted  an  ap- 
pointment as  a teacher  under  the  school  law,  is  bound  by  all  of  its  provisions, 
and  has  barred  himself  from  having  the  propriety  of  his  dismissal  by  the  local 
school  board  reviewed  in  any  tribunal  except  those  specially  created  by  the 
legislature  for  the  purpose.”  (Draper  v.  Commissioners  of  Public  Instruction, 
66  N.  J.  Law,  54,  55;  48  Atl.,  556.)  The  rule  of  estoppel  in  this  State  can  not 
be  said  to  be  so  strict  as  the  New  Jersey  doctrine  in  view  of  the  following 
provisions:  “Nothing  in  this  act,  however,  shall  be  construed  so  as  to  change 
or  abridge  the  jurisdiction  of  any  court  in  cases  arising  under  the  school  laws 
of  this  State;  and  the  right  of  any  person  to  bring  suit  in  any  court  in  any  case 
arising  under  the  school  laws  shall  not  be  abridged  by  the  provision  of  this 
act.”  (Acts,  1899,  p.  242,  chap.  143,  sec.  4;  sec.  5903,  Burns’  Ann.  Stat., 
1901.)  It  is  generally  accepted  doctrine  that  where  a statute  or  ordinance 
authorizes  the  revocation  of  a license  for  causes  enumerated,  such  license  can 
not  be  revoked  upon  any  ground  other  than  one  of  the  causes  specified.  (21 


RECENT  SUPREME  COURT  DECISIONS. 


341 


Ain.  and  Eng.  Ency.  of  Law,  82G.)  Tlie  court  of  appeals  of  Kentucky  regards 
the  act  of  a superintendent  in  revoking  a license  under  the  laws  of  that  State 
as  a judicial  proceeding,  and  expressly  holds  that,  if  in  any  case  the  superin- 
tendent is  proceeding  without  jurisdiction,  the  circuit  court  has  power  to  re- 
strain the  proceeding.  (Supt.,  etc.,  v.  Taylor,  105  Ky.,  387,  390,  49  S.  W.,  38.) 
We  are  not  in  accord  with  the  Kentucky  court  in  classing  the  action  of  a school 
superintendent  in  revoking  a license  as  judicial  in  the  technical  meaning  of 
that  word,  but  we  do  hold  that  he  may  revoke  only  for  some  statutory  cause, 
and,  if  attempting  to  proceed  upon  grounds  wholly  outside  of  the  statute,  his 
action  would  be  without  jurisdiction,  and  upon  a sufficient  showing,  a court  of 
equity  might  intervene  to  prevent  the  threatened  revocation.  If  the  superin- 
tendent is  proceeding  to  hear  a charge  fairly  within  the  statute,  and  upon 
reasonable  notice  the  accused  must  follow  the  procedure  provided  in  the  school 
laws,  and,  if  aggrieved  by  the  decision  of  the  county  superintendent,  prosecute 
an  appeal  to  the  state  superintendent.  (Moreland  v.  Wynnee  (Tex.  Civ.  App.) 
62  S.  W.,  1093;  Harkness  v.  Hutcherson  et  al.,  90  Tex.,  383,  38  S.  W.,  1120; 
Jackson  v.  Ind.  School  Dist.,  110  Iowa,  313,  81  N.  W.,  596 ; Kirkpatrick  v.  Inde- 
pendent School  Dist.,  53  Iowa,  585,  5 N.  W.,  750;  St.  Joseph  v.  Levin,  128  Mo., 
588,  31  S.  W.,  101,  49  Am.  Stat.  Rep.,  577 ; Carver  v.  School  Dist.,  etc.,  113  Mich., 
524,  71  N.  W,.  859;  People  v.  Board  of  Education,  17  Barb.  (N.  Y.),  299;  Mo- 
Crea  v.  Pine  Twp.  School  Dist.,  145  Pa.,  550,  22  Atl.,  1040;  Roth  v.  Marshall, 
158  Pa.,  272,  27  Atl.,  945.) 

Giving  appellee’s  rights  under  his  license  the  widest  effect  allowable,  the 
utmost  he  could  ask  or  exact  of  the  State  is  that  proceedings  to  revoke  such 
license  be  made  to  conform  to  the  law  authorizing  such  revocation.  Township 
and  county  institutes  for  teachers  are  required  to  be  held,  their  attendance  is 
commanded,  and  pay  provided.  (Sections  6009,  6010,  Burns’s  Ann.  Stat.)  The 
statute  quoted  authorizes  a teacher’s  license  to  be  revoked  for  general  neglect 
of  the  business  of  his  school.  It  is  manifestly  upon  this  ground  that  the  charge 
under  consideration  was  predicated.  The  first  specification  was  not  skillfully 
or  aptly  phrased,  and  in  itself  might  not  justify  the  revocation ; but  the  com- 
plaint intended,  doubtless,  was  not,  as  seemingly  charged,  that  appellee,  without 
good  reason,  refused  to  board  in  the  school  community,  but  failed  to  open  his 
school  at  a reasonable  hour  because  he  needlessly  boarded  at  a place  remote 
from  the  school.  This  feature  of  the  general  charge,  so  far  as  we  are  advised, 
might  have  been  amended  or  stricken  out  upon  motion  before  the  county 
superintendent.  A party  to  a pending  proceeding  is  not  entitled  to  relief  by 
injunction  for  matter  from  which  he  might  obtain  relief  by  motion  in  that 
proceeding  itself.  (22  Cyc.,  772.)  The  second  and  third  specifications,  as  well 
as  the  fourth,  if  true,  show  a lack  of  interest  in  his  work  and  a general  neglect 
of  his  duty  as  a teacher  and  of  the  business  to  which  his  efforts  should  be 
directed,  and  bring  the  charge  within  the  terms  of  the  statute,  and  consequently 
give  the  appellant  jurisdiction  over  the  subject-matter.  Jurisdiction  over  the 
person  of  appellee  is  admitted,  by  the  averments  of  the  complaint.  In  these 
circumstances,  the  conditions  under  which  he  accepted  his  license  compelled 
him  to  submit  to  the  authority  of  the  school  officers,  and,  if  aggrieved  by  the 
decision  of  the  county  superintendent,  seek  redress  by  an  appeal  to  the  state 
superintendent  of  public  instruction.  These  officers  are  clothed  with  special 
powers  and  charged  with  the  duty  of  holding  these  institutes,  and  of  laboring 
in  every  practical  way  to  elevate  the  standard  of  teaching  and  to  improve  the 
condition  of  the  schools.  Judicial  officers,  howsoever  wise,  should  not  hastily 
usurp  their  prerogatives  and  functions  and  seek  to  substitute  their  opinions 
for  the  opinions  and  judgments  of  men  held  accountable  for  results  in  educa- 
tional affairs.  Tribunals  established  by  law  may  not  infringe  upon  the  juris- 
diction of  each  other;  and,  as  this  court  said  in  the  case  of  Board  v.  Markle, 
46  Ind.,  96 : “ In  the  present  imperfect  state  of  human  knowledge,  a power  to 
hear  and  determine  necessarily  carries  with  it  a power  which  makes  the 
determination  obligatory,  without  reference  to  the  question  whether  it  was  right 
or  wrong.  If  this  were  not  so,  the  judgment  or  determination  of  any  court 
would  be  of  no  particular  value.  It  might  be  attacked  or  avoided  at  pleasure, 
upon  the  ground  that  the  court  or  judge  had  committed  an  error.”  If  questions 
affecting  the  competency  and  general  conduct  of  teachers  may  be  indiscrimi- 
nately taken  from  the  determination  of  school  tribunals  and  submitted  to 
courts  and  juries,  learned  or  unlearned,  as  they  may  be,  no  discipline  or 
harmonious  system  can  be  preserved,  but  the  fate  of  a teacher  may  be  made  to 
depend  upon  his  pronunciation  of  such  words  as  “ Cuba  ” and  “ America,”  as 
exemplified  in  the  case  of  Carver  v.  School  Dist.,  supra. 


342  STATE  SCHOOL  SYSTEMS  I LEGISLATION,  ETC.,  1906-8. 


Jurisdiction  of  the  county  superintendent  being  shown,  the  allegations  with 
respect  to  his  bias  and  want  of  judicial  capacity  are  without  force.  He  must 
answer  to  the  body  responsible  for  his  election  for  the  manner  in  which  he 
discharges  his  duties  so  long  as  he  keeps  within  his  legitimate  sphere.  The 
complaint  is  insufficient  to  invoke  equitable  relief,  and  appellant’s  demurrer 
thereto  for  want  of  facts  should  have  been  sustained. 

The  judgment  is  reversed,  with  directions  to  sustain  appellant’s  demurrer  to 
the  complaint. 


TRANSPORTATION  OF  PUPILS. 


XV.  Massachusetts. 

[Interstate  Consolidated  Street  Railway  Company  v.  Commonwealth  of  Massachusetts 

(United  States  Suoreme  Court;  ai'gued  October  15-16,  1907;  decided  November  4, 

1907),  207  U.  S.,  79.] 

In  error  to  the  superior  court  of  the  State  of  Massachusetts  to  review  a con- 
viction of  a street-railway  company,  on  appeal  from  the  first  district  court  of 
Bristol  County,  in  that  State,  for  refusing  to  transport  school  children  at  a 
reduced  rate,  exceptions  having  been  heard  by  the  supreme  judicial  court  and 
overruled.  Affirmed. 

Mr.  Justice  Holmes  delivered  the  opinion  of  the  court. 

This  was  a complaint  against  the  plaintiff  in  error  for  refusing  to  sell  tickets 
for  the  transportation  of  pupils  to  and  from  the  the  public  schools  at  one-half 
the  regular  fare  charged  by  it,  as  required  by  Massachusetts  Revised  Laws, 
chapter  112,  section  72.  At  the  trial  the  railway  company  admitted  the  fact, 
but  set  up  that  the  statute  was  unconstitutional,  in  tlat  it  denied  to  the  company 
the  equal  protection  of  the  laws  and  deprived  it  of  its  property  without  just 
compensation  and  without  due  process  of  law.  In  support  of  this  defense  it 
made  an  offer  of  proof  which  may  be  abridged  into  the  propositions  that  the 
regular  fare  was  5 cents ; that  during  the  last  fiscal  year  the  actual  and  reason- 
able cost  of  transportation  per  passenger  was  3.88  cents,  or,  including  taxes, 
4.10  cents;  that  pupils  of  the  public  schools  formed  a considerable  part  of  the 
passengers  carried  by  it,  and  that  the  one  street  railway  expressly  exempted  by 
the  law  transported  nearly  one-half  the  passengers  transported  on  street  rail- 
ways and  received  nearly  one-half  the  revenue  received  for  such  transportation 
in  the  Commonwealth.  The  offer  was  stated  to  be  made  for  the  purpose  of  show- 
ing that  the  plaintiff  in  error  could  not  comply  with  the  statute  without  carry- 
ing passengers  for  less  than  a reasonable  compensation  and  for  less  than  cost. 
The  offer  of  proof  was  rejected,  and  a ruling  that  the  statute  was  repugnant 
to  the  fourteenth  amendment  was  refused.  The  plaintiff  in  error  excepted  and, 
after  a verdict  of  guilty  and  sentence,  took  the  case  to  the  supreme  judicial 
court.  (187  Mass.,  436.)  The  court  overrules  the  exceptions,  whereupon  the 
plaintiff  in  error  brought  the  case  here. 

This  court  is  of  opinion  that  the  decision  below  was  right.  A majority  of 
the  court  considers  that  the  case  is  disposed  of  by  the  fact  that  the  statute  in 
question  was  in  force  when  the  plaintiff  in  error  took  its  charter,  and  confines 
itself  to  that  ground.  The  section  of  the  Revised  Laws  (chap.  112,  sec.  72) 
was  a continuation  of  Statutes,  1900,  chapter  197.  (Rev.  Laws,  chap.  226,  sec. 
2,  Commonwealth  v.  Anselvich,  1S6  Mass.,  376,  379,  330.)  The  act  of  incorpora- 
tion went  into  effect  March  15,  1901.  (Stat.,  1901,  chap.  159.)  By  the  latter 
act  the  plaintiff  in  error  was  “ subject  to  all  the  duties,  liabilities,  and  restric- 
tions set  forth  in  all  general  laws  now  or  hereafter  in  force  relating  to  street 
railway  companies,  except,”  etc.,  section  1.  See  also  section  2.  There  is  no  doubt 
that,  by  the  law  as  understood  in  Massachusetts,  at  least,  the  provisions  of 
Revised  Laws,  chapter  112,  section  72;  Statutes,  1900,  chapter  197,  if  they  had 
been  inserted  in  the  charter  in  terms,  would  have  bound  the  corporation, 
whether  such  requirements  could  be  made  constitutionally  of  an  already  exist- 
ing corporation  or  not.  The  railroad  company  would  have  come  into  being  and 
have  consented  to  come  into  being  subject  to  the  liability  and  could  not  be  heard 
to  complain.  (Rockport  Water  Co.  v.  Rockport,  161  Massachusetts,  279;  Ashley 


RECENT  SUPREME  COURT  DECISIONS. 


343 


v.  Ryan,  158  U.  S.,  436,  443;  Wight  v.  Davidson,  181  U.  S.,  271,  377;  Newbury- 
port  Water  Co.  v.  Newburyport,  193  U.  S.,  561,  679.) 

If  the  charter,  instead  of  writing  out  the  requirements  of  Revised  Laws  112, 
section  72,  referred  specifically  to  another  document  expressing  them,  and  pur- 
ported to  incorporate  it,  of  course  the  charter  would  have  the  same  effect  as  if 
it  itself  contained  the  words.  If  the  document  was  identified,  it  would  not 
matter  what  its  own  nature  or  effect  might  be,  as  the  force  given  to  it  by  ref- 
erence and  incorporation  would  be  derived  wholly  from  the  charter.  The  docu- 
ment, therefore,  might  as  well  be  an  unconstitutional  as  a constitutional  law. 
See  Commonwealth  v.  Melville  (160  Mass.,  307,  308).  But  the  contents  of  a 
document  may  be  incorporated  or  adopted  as  well  by  generic  as  by  specific  ref- 
erence, if  only  the  purport  of  the  adopting  statute  is  clear.  (Corry  v.  Balti- 
more, 196  U.  S.,  466,  477.  See  Purdy  v.  Erie  R.  R.  Co.,  162  N.  Y.,  42.) 

Speaking  for  myself  alone,  I think  that  there  are  considerations  on  the  other 
side  from  the  foregoing  argument  that  make  it  unsafe  not  to  discuss  the  validity 
of  the  regulation  apart  from  the  supposition  that  the  plaintiff  in  error  has 
accepted  it.  See  W.  W.  Cargill  Co.  v.  Minnesota  (180  U.  S.,  452,  468).  There- 
fore I proceed  to  state  my  grounds  for  thinking  the  statute  constitutional  irre- 
spective of  any  disabilities  to  object  to  its  terms.  The  discrimination  alleged 
is  the  express  exception  from  the  act  of  1900  of  the  Boston  Elevated  Railway 
Company  and  the  railways  then  owned,  leased,  or  operated  by  it.  But,  in  the 
first  place,  this  was  a legislative  adjudication  concerning  a specific  road,  as  in 
"Wight  v.  Davidson  (181  U.  S.,  371)  ; not  a general  prospective  classification,  as 
in  Martin  v.  District  of  Columbia  (205  U.  S.,  135,  138).  A general  law  must  be 
judged  by  public  facts,  but  a specific  adjudication  may  depend  upon  many 
things  not  judicially  known.  Therefore  the  law  must  be  sustained  on  this  point 
unless  the  facts  offered  in  evidence  clearly  show  that  the  exception  can  not  be 
upheld.  But  the  local  facts  are  not  before  us,  and  it  follows  that  we  can  not 
say  that  the  legislature  could  not  have  been  justified  in  thus  limiting  its  action. 
(Covington  & Lexington  Turnpike  Road  Co.  v.  Sandford,  164  U.  S.,  578,  579,  598.) 
In  the  next  place,  if  the  only  ground  were  that  the  charter  of  the  elevated  rail- 
way contained  a contract  against  the  imposition  of  such  a requirement,  it 
would  be  attributing  to  the  fourteenth  amendment  an  excessively  nice  operation 
to  say  the  immunity  of  a single  corporation  prevented  the  passage  of  an  other- 
wise desirable  and  wholesome  law.  It  is  unnecessary  to  consider  what  would 
be  the  effect  on  the  statute  by  construction  in  Massachusetts  if  the  exception 
could  not  be  upheld.  For,  if  in  order  to  avoid  the  Scylla  of  unjustifiable  class 
legislation  the  law  were  read  as  universal  (see  Dunbar  v.  Boston  & Providence 
R.  R.  Co.,  181  Mass.,  383,  3S6),  it  might  be  thought  by  this  court  to  fall  into  the 
Charybdis  of  impairing  the  obligation  of  a contract  with  the  elevated  road, 
although  that  objection  might  perhaps  be  held  not  to  be  open  to  the  plaintiff  in 
error  here.  (Hatch  v.  Reardon,  204  U.  S.,  152,  160.) 

The  objection  that  seems  to  me,  as  it  seemed  to  the  court  below,  most  serious 
is  that  the  statute  unjustifiably  appropriates  the  property  of  the  plaintiff  in 
error.  It  is  hard  to  say  that  street  railway  companies  are  not  subjected  to  a 
lo§s.  The  conventional  fare  of  5 cents  presumably  is  not  more  than  a reason- 
able fare,  and  it  is  at  least  questionable  whether  street  railway  companies 
would  be  permitted  to  increase  it  on  the  ground  of  this  burden.  It  is  assumed 
by  the  statute  in  question  that  the  ordinary  fare  may  be  charged  for  these 
children  or  some  of  them  when  not  going  to  or  from  school.  Whatever  the 
fare,  the  statute  fairly  construed  means  that  children  going  to  or  from  school 
must  be  carried  for  half  the  sum  that  would  be  reasonable  compensation  for 
their  carriage,  if  we  looked  only  to  the  business  aspect  of  the  question.  More- 
over, while  it  may  be  true  that  in  some  cases  rates  or  fares  may  be  reduced  to 
an  unprofitable  point  in  view  of  the  business  as  a whole  or  upon  special  con- 
siderations (Minneapolis  & St.  Louis  R.  R.  Co.  v.  Minnesota,  186  U.  S.,  256,  267), 
it  is  not  enough  to  justify  a general  law  like  this,  that  the  companies  concerned 
still  may  be  able  to  make  a profit  from  other  sources,  for  all  that  appears. 
(Atlantic  Coast  Line  R.  R.  Co.  v.  North  Carolina  Corporation  Commission,  206 
U S.,  1,  24,  25.) 

Notwithstanding  the  foregoing  considerations,  I hesitatingly  agree  with  the 
state  court  that  the  requirement  may  be  justified  under  what  commonly  is 
called  the  “ police  power.”  The  obverse  way  of  stating  this  power  in  the  sense 
in  which  I am  using  the  phrase  would  be  that  constitutional  rights,  like  others, 
are  matters  of  degree,  and  that  the  great  constitutional  provisions  for  the  pro- 
tection of  property  are  not  to  be  pushed  to  a logical  extreme,  but  must  be  taken 
to  permit  the  infliction  of  some  fractional  and  relatively  small  losses  without 


344  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


compensation,  for  some,  at  least,  of  the  purposes  of  wholesome  legislation. 
(Martin  v.  District  of  Columbia,  205  U.  S.,  135,  139;  Camfield  v.  United  States, 
167  U.  S.,  518,  524.) 

If  the  fourteenth  amendment  is  not  to  be  a greater  hamper  upon  the  estab- 
lished practices  of  the  States  in  common  with  other  Governments  than  I think 
was  intended,  they  must  be  allowed  a certain  latitude  in  the  minor  adjustments 
of  life,  even  though  by  their  action  the  burdens  of  a part  of  the  community  are 
somewhat  increased.  The  traditions  and  habits  of  centuries  were  not  intended 
to  be  overthrown  when  the  amendment  was  passed. 

Education  is  one  of  the  purposes  for  which  what  is  called  the  “ police  power  ” 
may  be  exercised.  (Barbier  v.  Connolly,  113  U.  S.,  27,  31.)  Massachusetts  always 
has  recognized  it  as  one  of  the  first  objects  of  public  care.  It  does  not  follow 
that  it  would  be  equally  in  accord  with  the  conceptions  at  the  base  of  our 
constitutional  law  to  confer  equal  favors  upon  doctors  or  workingmen  or  people 
who  could  afford  to  buy  1,000-mile  tickets.  Structural  habits  count  for  as  much 
as  logic  in  drawing  the  line.  And,  to  return  to  the  taking  of  property,  the 
aspect  in  which  I am  considering  the  case,  general  taxation  to  maintain  public 
schools  is  an  appropriation  of  property  to  a use  in  which  the  taxpayer  may  have 
no  private  interest,  and,  it  may  be,  against  his  will.  It  has  been  condemned  by 
some  theorists  on  that  ground.  Yet  no  one  denies  its  constitutionality.  People 
are  accustomed  to  it  and  accept  it  without  doubt. 

The  present  requirement  is  not  different  in  fundamental  principle,  although 
the  tax  is  paid  in  kind  and  falls  only  on  the  class  capable  of  paying  that  kind 
of  tax — a class  of  quasi  public  corporations  specially  subject  to  legislative 
control.  Thus  the  question  narrows  itself  to  the  magnitude  of  the  burden  im- 
posed— to  whether  the  tax  is  so  great  as  to  exceed  the  limits  of  the  police 
power.  Looking  at  the  law  without  regard  to  its  special  operation  I should 
hesitate  to  assume  that  its  total  effect,  direct  and  indirect,  upon  the  roads  out- 
side of  Boston  amounted  to  a more  serious  burden  than  a change  in  the  law 
of  nuisance,  for  example,  might  be.  See  further  Williams  v.  Parker  (188 
U.  S.,  491).  Turning  to  the  specific  effect,  the  offer  of  proof  was  cautious.  It 
was  simply  that  a “ considerable  percentage  ” of  the  passengers  carried  by  the 
company  consisted  of  pupils  of  the  public  schools.  This  might  be  true  without 
the  burden  becoming  serious.  I am  not  prepared  to  overrule  the  decision  of 
the  legislature  and  of  the  highest  court  of  Massachusetts,  that  the  requirement 
is  reasonable  under  the  conditions  existing  there,  upon  evidence  that  goes  no 
higher  than  this.  It  is  not  enough  that  a statute  goes  to  the  verge  of  constitu- 
tional power.  We  must  be  able  to  see  clearly  that  it  goes  beyond  that  power. 
In  case  of  real  doubt  a law  must  be  sustained. 

Mr.  Justice  Harlan  is  of  the  opinion  that  the  constitutionality  of  the  act  of 
1900  is  necessarily  involved  in  the  determination  of  this  case.  He  thinks  the 
act  is  not  liable  to  the  objection  that  it  denies  to  the  railway  company  the  equal 
protection  of  the  laws.  Nor  does  he  think  that  it  can  be  held,  upon  any  showing 
made  by  this  record,  to  be  unconstitutional  as  depriving  the  plaintiff  in  error  of 
its  property  without  due  process  of  law.  Upon  these  grounds  alone,  and  inde- 
pendent of  any  other  question  discussed,  he  joins  in  a judgment  of  affirmance. 
Judgment  affirmed. 


INDEX. 


[Figures  in  italics  refer  to  pages 

A. 

Absence,  from  board  meetings,  Ohio,  241;  of  statute 
granting  power,  Kans.,  D 17. 

Academies,  receiving  state  aid,  Me.,  494. 

Academies  and  high  schools,  15.  See  also  Second- 
ary schools  and  High  schools. 

Access  to  school,  convenience  of,  N.  J.,  30. 

Accounts,  accurate,  to  be  kept  of  school  money,  111., 
D630;  of  school  funds,  Va.,  175;  uniform,  N.  Dak., 
36. 

Accrediting  of  high  schools.  See  High  schools,  ac- 
crediting of;  with  agricultural  and  mechanical  col- 
lege, Okla.,  1291  (11). 

Acquisition  of  public  lands,  Oreg.,  403. 

Act,  independent,  not  a revision  of  statutes,  Fla., 

D 10. 

Acts,  of  Iowa  assembly,  Iowa,  D 15;  of  boards  of 
education,  ratified,  Ariz.,  199. 

Additional  bond  issue,  Ind.,  556. 

Additional  territory  for  school  districts,  Cal.,  614. 

Adjustment  of  school  district,  Nebr.,  341. 

Administration  of  estates  or  funds,  Ohio,  D 243. 

Administrative  control  of  education,  1-57. 

Administrative  units,  formation,  division,  and  con- 
solidation, 314-361. 

Admission,  public  schools,  restricting  periods  of, 
Pa.,  947;  to  the  school  for  the  blind,  Mich.,  1552;  to 
the  school  for  the  deaf,  N.  C.,  1539. 

Adult  indigent  blind,  instructor  for,  Del.,  1548. 

Ad  valorem  taxes,  Tex.,  448. 

Advantages,  school,  equalizing,  Vt.,  486. 

Advisory  board,  district,  Tenn.,  162. 

Affairs,  prudential,  management  of,  Ind.,  D 196. 

Age  limit  for  admission  to  school  for  the  blind 
changed,  Mo.,  1553;  N.  Mex.,  1555. 

Agent  of  the  State,  Ky.,  D 201. 

Agreements,  restrictions  as  to,  Ohio,  242. 

Agricultural  and  mechanical  colleges,  appropria- 
tion, Iowa,  1316;  Miss.,  1323;  Ky.,  1370;  La.,  817; 
diplomas  and  degrees,  La.,  817;  establishing  dis- 
trict high  schools  as  branches  of,  Ga.,  1277; 
fanners’  institutes,  Cal.,  1206;  farmers’  institutes, 
Colo.,  1207;  fire  insurance,  Okla.,  1339;  funds, 
Idaho,  1311;  head  of  system  of  agricultural  and 
industrial  education,  Okla.,  1291  (7);  land-grant 
funds,  Wyo.,  D 1356;  for  negroes,  increasing 
proportion  of  federal  appropriation,  N.  J.,  1285; 
retirement  of  professors,  Carnegie  Foundation, 
La.,  877;  retirement  of  professors,  Carnegie  Foun- 
dation, Mass.,  878;  surveys,  Okla.,  1291  (9). 

Agricultural  college,  Mich.,  27  (8);  abolished,  Fla., 

D 67,  D 1406;  anniversary,  Mich.,  1416;  ceramics, 
N.  J.,  1422;  short  courses,  N.  J.,  1423. 

Agricultural  colleges,  1402-1449. 

Agricultural  experiment  station,  Mass.,  1415; 
N.  Dak.,  1431.  See  also  Experiment  station. 

Agricultural  extension  work,  Iowa,  1410. 

Agricultural,  industrial  and  normal  college,  Ga., 
1396. 

Agriculture,  county  schools  of,  Mich.,  1281; 
Miss.,  1282;  Wis.,  607,  1295;  elementary,  urging 
passage  of  the  Burkett-Pollard  bill,  Utah,  1179; 
elements  of,  taught,  Okla.,  42;  establishing  dis- 
trict high  schools  of,  Ga.,  1277;  Okla.,  1291  (14); 
establishment  of  departments  of,  Va.,  107;  ex- 
periment farms,  Colo.,  1305;  Del.,  1306;  Mo.,  1325; 
Nebr.,  1329;  S.  Dak.,  1342,  1343;  instruction, 
public  schools,  Ark.,  1176;  Mass.,  1399;  Okla., 
1291  (2);  Tex.,  1178;  instruction  in,  state  normal 
school,  Mass.,  910;  Okla.,  1291  (6);  instruction, 
summer  schools,  N.  J.,  939;  state  board  of,  Mich., 
27  (7);  state  director  of  instruction  in,  Okla., 
1291  (8). 


; others  to  enactment  numbers.] 

Aid,  state  ( see  also  Appropriations,  state);  agricul- 
tural and  mechanical  college,  Miss.,  1323;  agricul- 
tural high  schools,  buildings  and  support,  Okla., 
1291  (18);  agricultural  schools,  county,  Miss., 
1282;  correspondence  teaching,  state  university, 
Wis.,  1203;  county  high  schools,  Ala.,  1213,  1214 
1215;  establishment  mining  trade  school,  Wis., 
1296;  evening  schools,  N.  J.,  1196  (2);  farmers’ 
institutes,  Ala.,  1205;  for  George  Peabody  College 
for  Teachers,  Tenn.,  898b;  for  school  census  in 
certain  districts,  N.  Y.,  959  (5);  higher  educational 
institutions,  Fla.,  1308;  high  schools,  S.  C.,  1261; 
high  schools  giving  normal  training,  Nebr.,  923; 
Va.,  926;  history,  local,  for  promoting  study  of. 
Me.,  1166;  indigent  pupils,  higher  institutions, 
N.  Mex.,  1332;  industrial  education,  Conn.,  1274 
(4);  industrial  education,  N.  Y.,  1287  (4);  Okla., 
1291  (18);  manual  training,  Wis.,  1181;  medical 
inspection,  Mass.,  1122;  normal  and  industrial 
schools,  Va.,  919;  normal  schools,  Ala.,  900,  901, 
902;  Ark.,  903;  Me.,  922  (a);  Mass.,  910;  Nebr.,  923; 
normal  schools,  agricultural  education,  Okla., 
1291  (6);  normal  schools,  buildings,  Conn.,  905; 
Wis.,  921;  normal  schools, for  negroes,  Md., 909  (a); 
normal  schools,  for  negroes,  buildings,  N.  C.,  913; 
normal  schools,  summer,  Idaho,  933;  Minn.,  936; 
public  schools,  buildings,  Ala.,  706;  Sakakawea, 
site  for  statue  of,  N.  Dak.,  696;  salaries  of  teachers 
in  unorganized  districts,  N.  Dak.,  864;  State 
School  for  Boys,  Me.,  1583;  state  universities, 
Ala.,  1360;  Minn.,  1375;  Miss.,  1376;  Nebr.,  1328; 
Okla.,  1382;  Oreg.,  1341;  Tenn.,  1385,  Wis.,  1393; 
summer  courses,  N.  J.,  939;  Teachers’  Annuity 
Guild,  Conn.,  872;  teachers'  institutes,  Ariz.,  928; 
teachers’  institutes,  traveling  expenses,  Fla.,  932; 
testing  sight  and  hearing,  Va.,  1125;  text-books 
free,  Md.,  1141;  text-books  for  state  orphan  insti- 
tutions, Cal.,  1568;  transportation,  rural  schools, 
Wis.,  1020;  to  weak  school  districts,  Ohio,  867. 

Air,  pure,  requirement  in  school,  Ind.,  229  (13). 

Alabama:  1,  D 2,  58,  116,  117,  D 118,  290,  314,  453, 
493,  706,  759,  760,  830,  D 831,  899,  900,  901,  902,  949, 
1143,  1144,  D 1145,  1205,  1213,  1214,  1215,  1273,  1303, 
1357,  1358,  1359,  1360,  1402,  1450,  1488,  1531,  1563. 

Alabama  Girls’  Industrial  School,  Ala.,  1273,  1303. 

Albany,  N.  Y.,  teachers’  pensions,  N.  Y.,  886. 

Allowance,  for  printing,  Ariz.,  61;  to  county  clerk, 
Ariz.,  182. 

Alteration  of  school  district  boundaries,  Kans.,  333; 
Nebr.,  341. 

Alumni  representatives  on  board  of  trustees,  Conn., 
1405. 

Amelioration  of  condition  of  the  blind,  N.  J.,  1554. 

Amendments,  state  constitutions,  special  levy  for 
educational  institutions,  Fla.,  1307;  to  school 
laws,  Iowa,  D 15. 

Amusements,  exhibitions  and  shows,  licenses  of. 
Mass.,  25. 

Annexation  of  adjacent  territory  for  school  pur- 
poses, 111.,  326;  Kans.,  330;  Ohio,  349;  Wash.,  360. 

Anniversary  of  founding  of  agricultural  college, 
Mich.,  1416. 

Annual  limit  of  state  aid,  Wis.,  507. 

Apology  for  offense,  insufficient,  Iowa.,  D 129. 

Apparatus,  school,  adoption  by  state  text-book 
commission,  Okla.,  1151;  appropriation  for,  Wis., 
114;  deficiency  in,  Wis.,  492. 

Appeal,  from  decision  of  commissioner,  N.  Y.,  D 88; 
to  state  board  of  education,  N.  J.,  D 84. 

Application,  for  a special  school  tax,  Tex.,  663;  for 
state  aid,  to  be  approved,  Wis.,  492;  to  state 
superintendent,  N.  J.,  D 31. 

Appointment,  of  a relative  an  offense,  Okla.,  43; 
of  free  students,  N.  C.,  1489;  of  parish  school 


345 


346 


STATE  SCHOOL  SYSTEMS: 


[Figures  in  italics  refer  to  pages 

directors,  La.,  73;  of  superintendents  of  public 
instruction,  N.  Mex.,  32;  of  teachers,  14',  of 
teachers,  according  to  merit  list,  N.  Y.,  229  (9). 

Apportionment,  of  appropriation,  Okla.,  478;  of 
forest  reserve  fund,  Nebr.,  307;  of  income  of  school 
funds,  Okla.,  478;  of  school  funds,  111.,  D 127;  Ga., 
404;  Ky.,  405;  Utah,  485;  Tex.,  530;  of  state  school 
funds,'  453-492;  detention  schools,  N.  J.,  1015; 
educational  institutions,  N.  Dak.,  1330;  forfeit 
for  nonenforcement  compulsory  education  act, 
Del.,  1020;  model  schools,  Wash.,  920;  teachers’ 
institutes,  Ariz.,  928,  929;  transportation,  N.  J., 
1008. 

Appraisal  of  school  property,  Okla.,  401;  Conn., 
510,  511. 

Appropriation,  by  county  board  made  from  gen- 
eral not  from  district  fund,  N.  C.,  1518;  federal, 
Okla.,  478;  for  agricultural  college,  LI ass.,  1399; 
for  benefit  of  university,  Ky.,  1397;  for  college, 
N.  II.,  1504;  for  educational  commission,  111.,  12; 
for  experiment  stations,  Ala.,  1402;  111.,  1409; 
N.  Dak.,  1431;  for  experiment  stations,  increased, 
Ala.,  1450;  Ariz.,  1451;  Colo.,  1452;  Conn.,  1453; 
Del.,  1454;  Fla.,  1455;  Ga.,  1456;  Idaho,  1457; 
111.,  1458;  Ind.,  1459;  Kans.,  14C0;  Ky.,  1451;  Me., 
1462;  Minn.,  14C3;  Mont.,  1464;  Nebr.,  14  5;  Nev., 
1466;  N.  1467;  N.  C.,  14.8;  Ohio,  1470;  Okla., 
1471;  Pa.,  1472;  Tenn.,  1473;  Tex.,  1474;  Utah, 
1475;  Vt.,  1476;  Va.,  1477;  Wash.,  1478;  Wyo., 
1479;  for  high  schools,  N.  C.,  148;  for  institute 
for  the  blind,  Me.,  1550;  for  orphan  home,  Pa., 
1507;  special,  to  university,  Ga.,  1407;  restrictions 
of,  Ohio,  242. 

Appropriations,  state  ( see  also  Aid,  state),  for 
preparation  of  schoolhouse  plans,  V,  is.,  712, 
state,  text-book  commission,  Mo.,  1147;  state, 
text-book  commission,  Okla.,  1151  (27). 

Approval,  of  application  for  state  aid,  Wis.,  492; 
of  buildings  and  sites,  70j-712;  of  plans  of  school 
buildings,  N.  Y.,  229  (4);  of  qualified  voters  of 
city,  L:  ass.,  210. 

Arbor  Day,  Mont.,  1182;  N.  J.,  1184. 

Arizona:  59,  60,  61,  119,  182,  183,  315,  316,  317,  454, 
455,  455,  538,  611,  612,  676,  732,  761,  762,  763,  854, 
928,  929,  9u7,  958,  984,  1021,  1126,  1185,  1304,  1451, 
1564. 

Arkansas:  D 3,  D 62, 120,  D 184,  439,  D 539,  D 540, 
613,  733,  808,  903,  930,  1022,  D 1105,  1176,  1361, 
1362,  13.3,  1532,  1547,  1565. 

Arkansas  btate  Normal  School,  establishment, 
Ark.,  903. 

Artesian  wells  upon  school  lands,  S.  Dak.,  407. 

Assembly,  Iowa,  acts  of  Iowa,  D 15. 

Assessed  valuation  basis  of  bond  issue,  Wis.,  610. 

Assessing  and  collecting  school  taxes,  Ga.,  618. 

Assessments,  for  drainage  purposes,  \vash.,  414; 
of  school  taxes,  change  in  record  book,  Va., 
668;  under  constitutional  provisions,  Okla.,  302. 

Assignee  of  purchasers  of  school  lands,  N.  Dak.,  398. 

Assistance,  clerical,  for  commissioner,  II.  I.,  98; 
to  weak  school  districts,  Ohio,  476. 

Assistant  county  superintendents,  Minn.,  138. 

Athletic  association,  Mich.,  D 1299. 

Athletics,  football,  right  of  authorities  to  prohibit 
game,  Iowa,  D 1093. 

Attainments,  of  pupils,  N.  J.,  30. 

Attendance,  at  county  school  conventions,  Oreg., 
155;  average  daily,  Ariz.,  456;  Cal.,  D 457. 

Attendance,  compulsory,  Ariz.,  10.il;  Cal.,  1025;  Del., 
1026;  111.,  1031;  Iowa,  103j;  Mont.,  D 1038;  Mich., 
1041,  D 1042,  1043;  N.  J.,  1054;  N.  Y.,  1055,  1056, 
1057;  Ohio,  D 1067;  Okla.,  1068;  Oreg.,  1069;  Wis., 
1085;  Wyo.,  1087;  age  certificates  certain  schools, 
Mass.,  1037;  Campbell  County,  Tenn.,  1074;  certifi- 
cates, Pa.,  1070,  1071;  deaf  and  blind  children,  S. 
Dak.,  1073;  deaf  and  feeble-minded,  exemption  of, 
N.  Dak.,  1064;  deaf  children,  Mich.,  1039;  Minn., 
1046;  N.  C.,  1061;  exemption,  N.  IT.,  D 1005;  for  full 
term  in  cities,  Nebr.,  1052;  Goldsboro  Township, 
N.  C.,  1059;  Indian  children,  N.  C.,  D 1062,  1063; 
S.  Dak.,  1072;  local  option,  N.  C.,  1060;  local  option, 
Va.,  1079;  payment  to  widowed  dependent  mothers 
of  children  subject  to,  Okla.,  1068;  Richmond 
County  (Augusta).  Ga.,  10  8;  St.  T ouis,  Mo.,  1040; 
Scott  County,  Tenn.,  1074,  1075;  unorganized 
towns,  Vt.,  1077. 


LEGISLATION,  ETC.,  1906-8. 


; others  to  enactment  numbers.] 

Attendance,  indigent  children,  Ga.,  1028;  nonresi- 
dents, Ariz.,  984;  nonresidents,  Idaho,  986;  of  non- 
residents, Me.,  495;  officers  ( see  Truant  officers); 
school,  15;  teachers’  institutes,  Ariz.,  929. 

Attorneys,  school,  provided  for,  Minn.,  217. 

Audit,  of  books  and  records,  Mich.,  135. 

Audit  and  payment  of  claims,  Va.,  533. 

Auditor,  to  publish  loans  from  school  funds,  Ind.. 
420. 

Authority  of  school  districts  to  levy  taxes,  Kans., 
632;  of  school  inspectors,  Mich.,  297;  statutory,  ab- 
sence of,  Kans.,  D 18;  to  appoint  janitors,  Mass., 
209;  to  compile  school  laws,  Oreg.,  46;  to  employ 
teachers,  111.,  D 6a6;  to  establish  state  board  of 
agriculture,  Mich , 1418;  to  levy  taxes  delegated, 
N.  C.,  D 651. 

Authorization,  of  building  necessary,  111.,  D 628,  629; 
of  state  treasurer  to  pay  school  moneys,  Okla.,  432; 
of  university  to  receive  as  a branch  any  other  uni- 
versity, Wis.,  1513;  to  borrow  money  for  school 
purposes,  N.  J.,  580. 

Authors  of  text-books,  N.  Y.,  229  (11). 

Average  daily  attendance  based  upon  five  preced- 
ing years.  Me.,  495;  must  be  no  less  than  six,  Vt., 
486  (4). 

B. 


Balance,  of  dog  tax  to  go  school  fund,  Mich.,  516; 
unexpended,  Ariz.,  538. 

Ballot,  forms  of,  Mich.,  297. 

Baltimore,  playgrounds,  Md.,  1197,  1197  (a);  teach- 
ers’ pensions,  Md.,  877  (a). 

Basis,  of  apportionment  of  school  funds,  Wash., 
110;  of  distribution  of  school  funds,  Pa.,  481;  of 
state  aid  for  high  schools,  Vt.,  502;  of  taxation 
last  assessment  roll,  Cal.,  614. 

Beliefs,  religious  or  political,  shall  not  control,  Vt., 
1509. 

Beneficiary  scholarships  in  agricultural  college, 
S.  C.,  1438. 

Benefits  of  grant  accepted,  Fla.,  D 1406. 

Benton  High  School,  prohibiting  sale  of  liquors 
near,  La.,  738. 

Bequests,  legacies,  and  gifts  taxed,  Okla.,  446. 

Betterment  of  rural  schools,  Wis.,  492. 

Bible  reading,  N.  Y.,  313-816;  Tex.,  816-320. 

Bibliography  of  education,  legislation,  16. 

Blank  forms,  registers,  courses  of  study,  examina- 
tion questions,  Ariz.,  61. 

Blind  and  deaf  children,  Utah,  1542-1544. 

Blind  children,  education  of,  1547-1557;  compelled 
to  attend  school,  N.  C.,  1556;  S.  Dak.,  1073;  of  the 
State,  condition  of,  N.  J.,  1554;  provided  for, 
Mich.,  27  (15). 

Board,  mav  contract  with  boards  of  other  districts, 
N.  II.,  647;  of  agriculture,  state,  Mich.,  27  (7);  of 
arbitration,  change  of  boundaries,  Mo.,  339;  of 
commissioners  for  sale  of  lands,  Oreg.,  D 404;  of 
division  or  apportionment,  Vt.,  486  (2). 

Board,  state  teachers'  training,  to  arrange  system 
of  normal  instruction,  Ind.,  922. 

Board  of  e lucation,  city,  dismissal  of  teachers,  Cal., 
D 832;  N.  Y.,  845;  created,  Me.,  2C8;  Tenn.,  258; 
W.  Va.,  276;  citv,  e ployment  of  teachers,  ( al., 
831;  county,  teachers’  contracts,  / la.,  830;  D 831; 
head  of  department  of  public  instruction,  N.  Y., 
229  (1);  in  cities,  Ohio,  256;  levy  of  ta  es,  Ohio, 
D 38;  local,  authority  to  control  fraternities, 
Minn.,  1095;  local,  no  ination  of  teachers,  / la., 
830,  D 831;  local,  relief  of  indigent  pupils,  Ohio, 
917;  local,  tenure  of  teachers,  Ohio,  D 852;  local, 
transportation  of  pupils,  D 1009;  state,  Mich.,  27 
(6);  state,  certi  cates,  Kans.,  8:6;  Mich.,  820; 
state,  contracts  waiving  qualifications  of  teachers 
illegal,  111.,  D 835;  state,  normal  instruction  in 
high  schools,  Va.,  926;  state,  pension  regulations, 
R.  I.,  853;  state,  retirement  of  teachers,  Va.,  896; 
state,  to  constitute  teachers’  training  board,  Ind., 
922;  to  hold  over,  Okla.,  245;  to  make  rules,  111., 
D 195;  to  make  and  enforce  rules  and  regulations, 
Nev.,  D 224. 

Board  of  educational  examiners,  Nev.,  29. 

Board  of  esti  rates,  fi  cd  sum  to  be  raised  for  school 
purposes,  N.  J.,  525. 


INDEX. 


347 


[Figures  in  italics  refer  to  pages 

Board  of  estimates  and  apportionment,  N.  Y.,  229 
(13). 

Board  of  health,  state,  D 714;  state,  required  to  in- 
spect schoolhouses,  Mass.,  719. 

Board  of  inspection  for  schoolhouses,  N.  Dak.,  707. 

Board  of  inspectors,  in  place  of  city  council,  Minn., 
D 222;  to  employ  clerks,  Minn.,  217. 

Board  of  regents,  of  agricultural  colleges,  Okla.,  1436; 
of  university,  Mich.,  27  (3). 

Board  of  school  trustees,  empowered  to  issue  bonds, 
Ind.,  555;  statutory,  Ind.,  D 196;  incorporated, 
Tex.,  261. 

Board  of  trustees,  of  college  abolished,  Ga.,  1408; 
of  institute  for  the  deaf,  Ala.,  1531;  reconstitu- 
tion of  N.  C.,  1429. 

Board  of  supervisors,  Mich.,  135. 

Board  of  visitors,  provided  for,  N.  C.,  1429. 

Boards  and  officers,  educational  institutions,  ap- 
propriation for  salary  and  expenses,  Okla.,  1338; 
state,  accountability  for  expenditures,  La.,  1318; 
N.  Dak.,  1335;  annual  inventories  of  property, 
N.  Dak.,  1337;  University  of  Arkansas,  Ark., 
1362. 

Boards  of  school  inspectors,  111.,  D 194,  624;  not  to 
levy  taxes,  111.,  D 626. 

Body  corporate,  board  of  regents,  Mich.,  27  (4). 

Bond,  for  ordnance  and  ordnance  stores,  S.  C., 
1485;  of  district  clerk,  N.  J.,  226;  of  treasurer, 
Minn.,  218;  Mich.,  518. 

Bond  issue  for  repair  of  schools,  Miss.,  642. 

Bonds,  county  school,  Va.,  177;  exempted  from 
debt  limit,  Minn.,  571;  exempted  from  taxation, 
S.  C.,  592;  for  the  liquidation  and  payment  of 
claim,  Ind.,  1497;  heldby  school  fund,  Kans., 421; 
illegally  issued,  Ind.,  554;  issued  for  school  pur- 
poses, S.  Dak.,  100;  Tex.,  D 309;  Cal.,  D 542; 
Conn.,  543-547;  Del.,  548;  Ind., 555, 558, 559;  Nebr., 
576;  Nev.,  577;  N.  J.,  579;  N.  Y.,  581;  N.  Dak., 
584;  Okla.,  585;  R.  I.,  590;  S.  C.,  591;  S.  Dak.,  593; 
Tenn.,  594;  Tex.,  596;  Utah,  599;  Wash.,  601,  604; 
W.  Va.,  605;  Wis.,  608,  609;  not  to  exceed  10  per 
cent  of  property,  Kans.,  562;  to  erect  high  school 
building,  Kans.,  563;  Mont.,  575;  to  pay  indebted- 
ness, Kans.,  562;  Ind.,  557. 

Bonds  and  indebtedness,  building  bonds  for  state 
university,  Idaho,  1312,  1314,  D 1315;  constitute 
lien  on  district  property,  Va.,  709;  county  high 
schools,  Nebr.,  1247;  county  high  schools,  Cal., 
1221;  county  high  schools,  buildings,  and  sites, 
Colo.,  1225;  experiment  farm,  Del.,  1306;  fire  pro- 
tection, Utica,  N.  Y.,  695;  University  of  Virginia, 
Va.,  1346. 

Bonds  and  notes,  canceled,  Ind.,  557. 

Borrowing  money  authorized,  Ark.,  D 539. 

Boston,  authorizing  vacation  schools,  playgrounds, 
etc.,  Mass.,  1197  b;  school  nurses,  Mass.,  1123; 
teachers’  pensions,  Mass.,  880. 

Boundaries  of  school  districts,  Oreg.,  156;  Ala.,  314; 
Ariz.,  316;  Cal.,  D 320;  Ga.,  322;  Iowa.  328;  Kans., 
333;  Minn.,  338;  Mo.,  339;  Nebr.,  341;  W.  Va.,361. 

Branch  station  of  state  experiment  station,  La., 
1412. 

Buffalo,  N.  Y.,  teachers’  examinations,  N.  Y., 
D 776. 

Building,  for  school  for  the  feeble-minded,  Me., 
1559;  bonds  for  payment  for  labor  and  materials, 
S.  Dak.,  700;  fund  limited,  W.  Va.,  489;  must 
first  be  authorized  before  tax  is  levied.  111.,  D 628. 

Buildiifgs  and  sites,  14,  676-705;  approval  of  plans, 
706-712;  decoration,  sanitation,  and  inspection, 
713-731;  engineering  department,  state  univer- 
sity, Minn.,  1375,  higher  educational  institutions, 
Idaho,  1312,  1313,  1314,  D 1315;  in  prohibition 
districts,  732-748;  normal  schools,  appropria- 
tions, Conn.,  905;  state  aid.  district  agricultural 
high  schools,  Okla.,  1291  (18);  state  university, 
Wash.,  1388;  Wis.,  1393. 

Buildings  and  supplies,  local  tax  levy  for,  W.  Va., 

. 671. 

Burkett- Pollard  bill,  urging  passage  of,  Utah,  1179. 


C. 

California:  4,  D 5,  63,  64,  121,  185,  D 186,  D 186, 
318,  319,  D 320,  362.  417  (a),  D 457,  508,  541  D 542, 
614,  749,  D 832,  D 833.  D 834,  855,  904,  950,  969, 1023, 
1024,  1025,  1088,  1107,  1127,  1139  a,  1155,  1177, 


; others  to  enactment  numbers.] 

D 1190,  1193,  D 1194,  1206,  1220,  1221,  1222,  D 1223, 
D 1224,  1364,  1365,  1491,  1492,  1514,  1566,  1567,  1568, 
306-810 , 310-813. 

Cancellation  of  warrants  paid,  Cal.,  509. 

Care,  of  historical  collections,  Iowa,  1516;  of  school 
lands,  N.  Mex.,  32;  of  school  property,  duty  of 
board,  N.  Y.,229(4);  of  the  feeble-minded,  Me., 
1559. 

Carnegie  Foundation  for  the  Advancement  of 
Teaching,  La.,  877;  Mass,  878. 

Cases,  of  e ctreme  emergency,  Ky.,  D 22;  of  indi- 
gence of  feeble-minded,  N.  Dak.,  1561. 

Census,  of  blind  and  deaf  persons,  Idaho,  1534;  of 
children,  basis  of  distribution  of  funds,  Pa.,  481; 
taken  by  board  of  trustees,  Ariz.  183. 

Census,  school,  949-966;  Del.,  1026;  N.  Dak.,  475, 
961;  Tenn.,  D 483;  Mont.,  956,  957;  Tex.,  963; 
Wash.,  965;  biennially,  by  local  authorities,  A la., 
949;  changing  year  of  quadrennial,  Miss.,  955; 
creating  census  boards  in  cities,  N.  Y.,  959;  defect- 
ives, La.,  953;  defining  census  child,  Cal.,  950; 
enumeration  of  defectives,  Ohio,  962;  quinquen- 
nial, N.  J.,  958;  upon  change  in  boundaries  of  dis- 
trict, Va.,  964;  what  to  include,  Conn.,  95. 

Census  board,  in  cities,  N.  Y.,  959. 

Centralization  of  small  schools,  Vt.,  486. 

Centralized  schools,  control  of,  Ohio,  348. 

Ceramics,  instruction  in,  N.  J.,  1422. 

Certificate,  general,  to  pay  warrants,  Wash.,  536;  of 
election  returns,  Ala.,  290;  Pa.,  305;  of  expenses, 
sworn  to,  Vt.,  486  (3);  of  necessity  by  board  equal 
to  an  authorization,  111.,  D 629;  of  qualification, 
R.  I.,  249;  of  vaccination,  Ark.,  D 184. 

Certificates,  highest  state,  N.  Dak.,  90;  of  teachers, 
Nev.,  29;  N.  Mex.,  32;  S.  Dak.,  100;  Ind.,  339-342; 
Ariz.,  454;  of  teachers,  must  be  shown,  Idaho,  193; 
of  teachers  repealed,  Iowa,  D 130;  without 
examination,  Wash.,  112.  See  also  Teachers’ 
certificates. 

Certificates  and  examinations  of  teachers,  759-796. 

Chair  for  forestry  in  state  university,  La.,  1413. 

Chairman,  of  division  boards,  Ky.,  133;  of  school 
board,  Minn.,  221. 

Change,  of  boundary  of  school  district,  N.  Y.,  345; 
Minn.,520;of  name,  of  agricultural  college,  S.  Dak., 
1440;  of  name,  of  college,  Ky.,  1499;  of  name,  of 
high  school  district,  Cal.,  318;  of  name,  of  reform 
school,  Pa.,  1507;  of  name,  of  school,  La.,  1535, 
1549;  Ohio,  1540;  Utah,  1542;  Mass.,  1558,  1560. 

Charges  against  teachers,  Cal.,  D 186. 

Charleston,  S.  C.,  teachers’  retirement  fund,  S.  C., 
894. 

Charter,  city,  N.  Y.,  D 33,  230,  231;  Tenn.,  257 
Tex.,  262;  not  to  be  granted  by  special  law,  S.  C„ 
D 352;  special,  Tex.,  D 664. 

Check  list  used  in  election,  N.  H.,  646. 

Chicago,  111.,  high-school  fraternities,  111.,  D 1090, 
D 1091;  pension  fund  for  teachers,  111.,  874,  D 875. 

Child  labor,  Ark.,  1022;  Ariz.,  1021;  Cal.,  1024,  1025; 
Fla.,  1027;  Ga.,  1029;  Idaho,  1030,  1033;  Ky.,  1034, 
1035;  La.,  1036; Mich.,  1044;  Minn.,  1045; Miss.,  1047; 
Mo.,  1048;  Mont.,  1050;  Nebr.,  1051;  N.  Y.,  1058; 
N.  C.,  1060;  Ohio,  1066;  Pa.,  1071;  Vt.,  1076;  Va., 
1078;  Wash.,  1080,  1081,  1082;  Wis.,  1086;  Camp- 
bell county,  Tenn.,  1074;  certificates,  Pa.,  1070; 
St.  Louis,  Mo.,  1049;  Scott  county,  Tenn.,  1075. 

Child  labor  and  truancy,  1021-1087. 

Children,  not  vaccinated,  excluded  from  school, 
N.  Y.,  D 34;  on  island,  cannot  beheld  uuderthe 
compulsory  attendance  act,  Mass.,  D 335;  totally 
deaf  or  blind,  Utah,  1543. 

Church  bodies  and  alumni  to  elect  trustees,  Ind., 
1495. 

Circulating  library  for  the  blind,  Utah,  1524. 

Cities,  of  the  first  class,  schools  under  control  of 
board,  Okla.,  D 45;  Wis.,  D 288;  of  the  second 
class,  Va.,  358;  reincorporated,  Wis.,  284;  under 
commission,  S.  Dak.,  253. 

City,  included  in  term  town,  R.  I.,  250;  may  levy 
a tax  to  complete  a building,  111.,  D 553. 

City  charter,  must  harmonize  -with  law,  Cal.,  D 5; 
subject  to  general  laws,  Cal.,  D 542. 

City  comptroller  and  treasurer,  N.  Y.,  229  (12). 

City  council,  performing  duties  of  board  of  educa- 
tion, Minn.,  217;  refused  to  levy  tax,  Ga.,  D 551; 
to  act  as  school  board,  Minn.,  D 222. 

City  government,  branch  of,  111.,  D 194. 

City  school  board,  may  be  sued,  Ky.,  D 201. 


348  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


[Figures  in  italics  refer  to  pages 

City  school  districts,  condemnation  of  property  for 
school  purposes,  Minn.,  689;  Nebr.,  690;  loan  of 
literary  fund  for  building  purposes,  Va.,  710; 
nonliability  for  damages  for  pupils’  injuries,  Ky., 

D 716;  removal  of  restriction  as  to  location  of 
high  schools,  Wis.,  704;  title  to  property,  Ky.,  D 
C84. 

City  school  systems,  authority  to  provide  annual 
school  excursions,  N.  J.,  1186;  dependent  and  de- 
linquent children,  Utah,  1616;  parental  schools, 
Wis.,  1617;  permanent  census  boards,  N.  Y.,  959; 
teachers’  institutes,  Wash.,  946;  tenure  of  teach- 
ers, Cal.,  D 832;  uniform  text-books,  Mo.,  1147  (3). 

City  superintendent  of  schools,  Nev.,  29. 

City  treasurer,  compensation,  Va.,  172;  reports  of, 
N.  Dak.,  527. 

Civil  city,  government  of,  Ind.,  D 196. 

Civil  government,  instruction,  N.  C.,  1168. 

Civil-war  claims,  added  to  school  fund,  Vt.,  435  (1). 

Classification,  of  public  lands,  Oreg.,  403;  of  school 
districts,  Ariz.,  454. 

Classification  and  arrangement,  method  of,  13. 

Clay  working  and  ceramics,  instruction  in,  N.  J., 
1422. 

Clerical  assistance  to  county  superintendents,  N.  J., 
144. 

Clerk,  of  school  board,  Va.  , 270;  Wis.,  282;  performs 
duties  of  treasurer.  Ohio,  528;  to  keep  records, 
N.  Y.,  229  (6);  not  to  take  fees,  N.  Y.,  229  (6);  to 
administer  oaths,  N.  Y.,  229  (6). 

Clerk  of  school  districts,  allowance,  Ariz.,  182. 

Closing  a school,  for  lack  of  pupils,  Mass.,  D 26. 

Clothing  provided  for  indigent  deaf  and  blind  chil- 
dren, N.  C.,  1528. 

Code,  political,  Cal.,  122. 

Codification  of  school  laws,  Iowa,  14. 

Collection  of  local  school  tax,  Ga.,  322,  618. 

College,  agricultural,  branch  of  university,  Ga.,  1396; 
of  mines,  Mich.,  27  (10);  properties  transferred  to 
county  boards  of  education,  Tenn.,  1508. 

Colleges  ( see  also  Universities  and  colleges),  may  be 
supported  by  tax,  Ohio,  653;  recipients  of  interest 
of  fund  from  sale  of  land,  Fla.,  D 363;  of  agricul- 
ture and  the  mechanic  arts  ( sec  Agricultural  and 
mechanical  colleges). 

Collegiate  course,  branches  of,  in  agricultural  insti- 
tution, Ga.,  1396. 

Collin  wood  school  fire  relief  commission,  Ohio,  37. 

Colorado:  D 6,  509,  677,  975,  1089,  1207,  1225,  1305, 
1366,  1403,  1452,  1493,  1569,  1570,  1571,  1610. 

Colored  children,  no  exclusion  of,  Kans.,  D 17. 

Colored  people,  school  districts  for,  Del.,  321. 

Colored  school  taxes,  Del.,  616. 

Columbus  Day,  declaring  legal  holiday,  Colo.,  975. 

Commercial  courses  in  high  schools,  Me.,  495. 

Commission,  allowed  to  county  treasurer,  Va.,  177. 

Commission,  agricultural  and  industrial  education, 
Okla.,  1291;  educational,  created,  111.,  12;  Ky.,  20; 
for  control  of  summer  normal  schools,  Idaho,  933; 
for  examination  normal  school  facilities,  Vt.,  918; 
for  the  blind,  state,  Mass.  ,1551;  high-school  build- 
ing, Haverhill,  Mass.,  12-h;  industrial  education, 
Md.,  1278;  Mass.,  24, 1279, 1280;  N.  J.,  1284;  Okla., 
1291;  on  state  text-books,  Kans.,  71;  school  fire, 
Ohio,  37;  text-book,  salaries,  per  diem,  Mo.,  1147 
(2);  N.  C.,  1150;  Okla.,  1151  (23);  text-book  uni- 
formity, Cal.,  1127;  Idaho,  1146;  Mo.,  D 1133, 
1147;  Mont.,  1148;  Nev.,  1149;  N.  C.,  1150;  Okla., 
1151;  Tex.,  1153;  to  amend,  revise,  and  collate 
the  laws,  Pa.,  47;  to  devise  method  of  expanding 
school  system,  Va.,  52;  to  examine  and  codify  the 
laws,  Iowa,  14;  to  recodify  the  code  of  school  law, 
Wash.,  53. 

Commission  plan,  for  cities,  S.  Dak.,  253. 

Commissioner,  of  deeds,  N.  Y.,  229  (6);  of  educa- 
tion, city,  N.  Y.,  229  (2);  of  education,  state,  his 
powers,  N.  Y.,  D 88;  of  land  office  to  make  leases, 
Okla.,  401;  of  public  reports,  N.  J.,  83;  of  public 
works,  N.  Y.,  229  (13). 

Committee  of  appraisement,  Conn.,  510. 

Common  council,  to  investigate  corporations,  Ind., 
D 197;  to  supervise  and  investigate,  Ind.,  D 196. 

Common  schools,  free,  Mont.,  D 28;  income  fund, 
N.  Mex.,  392;  meaning  of  term,  Okla.,  1151  (25); 
Kans.,  D 1236;  organization  of,  Ohio,  D 40;  pro- 
vided for  by  constitution,  Cal.,  D 457. 


; others  to  enactment  numbers.] 

Compensation,  of  board  of  education,  N.  Mex.,  32; 
Ohio,  239;  W.  Va.,  277;  of  clerks  of  boards,  Ohio, 
153;  Nev.,  224;  of  convention  members,  Oreg., 
155;  of  county  auditor,  Iowa,  383;  of  county  board, 
I' la.,  124;  Utah,  167;  of  county  high-school  trus- 
tees, Kans.,  132;  of  county  officers,  S.  C.,  158;  of 
county  superintendents,  Mo.,  141;  Tex.,  166;  of 
district  clerks,  N.  J.,  226;  of  members  of  board  of 
examiners,  Iowa,  70;  for  school  commissioners, 
Tenn.,  256;  of  school  director,  Wis.,  278;  of  school- 
district  treasurer,  Wis.,  278;  of  state  superintend- 
ent, Mich.,  27  (2);  La.,  72;  of  tax  assessor,  La., 
516;  of  township  officers,  Mich.,  296. 

Compilation  of  school  law,  Dakota,  N.  Dak.,  35. 

Complaints  of  citizens.  Pa.,  48. 

Composition,  of  state  board  of  education.  Cal.,  63. 

Compulsory  school  attendance,  child  labor,  tru- 
ancy, 1021-1087;  Okla.,  42;  N.  Y.,  229  (5);  act 
interpreted,  Tex.,  D 335;  made  more  rigid,  W. 
Va.,  54.  See  also  Attendance,  compulsory. 

Compulsory  education,  S.  Dak.,  100;  of  deaf  chil- 
dren, Wis.,  1546. 

Condemnation  of  property  for  school  purposes,  Ind., 
679;  Ariz.,  676;  Cal.,  671;  111.,  078;  Mich  D 1687. 

Conditions,  of  common  schools,  inquiry,  Conn.,  8; 
under  which  state  aid  is  withheld,  W is.,  506. 

Congress,  memorialized  by  Wisconsin  legislature, 
Wis.,  55;  to  decide  use  of  fund,  S.  C.,  376. 

Connecticut:  7,  8, 65, 66, 188, 189, 291, 458,  459,  460, 
510,  511,  543,  544,  545,  546,  547,  734,  772,  905,  951, 
985,  1120,  1140,  1226,  1274,  1404,  1405,  1453,  1494. 

Connecticut  Teachers’  Annuity  Guild,  state  aid. 
Conn.,  872. 

Consolidation,  of  administrative  units.  314-361;  of 
rural  school  districts,  Minn.,  468;  oi  school  dis- 
tricts, W.  Va.,  54;  Ariz.,  317;  Ga.,  322;  111.,  326; 
Iowa,  327,  323;  Kans.,  D 334;  N.  J.,  344;  Conn., 
511;  N.  J.,  579;  size  of  school  sites,  Iowa,  682  (see 
also  Union  school  districts);  of  schools,  984-1020; 
Ind.,  988,  D 989;  Mo.,  1002;  Ohio,  1011;  Wis.,  1020. 

Constitution,  contravention  of,  Wis.,  D 287;  directs 
the  levying  of  school  taxes,  N.  C.,  D 652;  new,  of 
Michigan,  Mich.,  27;  of  Oklahoma,  Art.  XI, 
Okla.,  400;  of  Oklahoma  quoted,  Okla.,  42; 
state,  prohibits  support  of  religious  denomination, 
Tex.,  D 377. 

Construction  of  schoolhouses,  Mass.,  568;  N.  J.,  D 
692;  paid  for  on  the  rental  plan,  Okla.,  654;  with 
reference  to  lighting,  heating,  and  ventilation, 
N.  Dak.,  707. 

Contagious  diseases  ( see  also  Medical  inspection 
and  vaccination);  Cal.,  1107;  Conn.,  1120  (5); 
prohibiting  school  attendance  from  quarantined 
places,  Oreg.,  1110;  teachers’  salaries  during 
close  of  school  because  of,  N.  Mex.,  859. 

Contract,  awarded  to  lowest  bidder,  N.  J.,  D 228; 
between  district  board  and  state  board,  111.,  D 
627;  for  school  buildings,  to  include  bond  for 
prompt  payment  for  labor  and  material,  S.  Dak., 
700;  for  school  supplies,  N.  J.,  D 228;  not  impaired 
by  new  law,  Fla.,  D 1406;  of  teachers,  14. 

Contravention,  of  the  state  constitution,  Wis.,  D 
287. 

Control,  by  board  of  trustees,  Tex.,  D 664;  of  public 
education,  1-57;  of  public  lands,  Oreg.,  403;  of 
public  schools,  Oal.,  D 5;  Fla.,  D 10;  Mich.,  27; 
Ala.,  D 118;  Tenn.,  259.  See  also  Management 
and  government  of  schools. 

Controller  of  taxes,  N.  J.,  472. 

Controversies  under  school  law,  N.  J.,  D 84. 

Controversy,  between  a citizen  and  school  board, 
N.  J.,  D 31. 

Conveyance,  of  land  to  U.  S.  Government  for 
weatherstation,  Mich.,  1417;  of  real  estate  belong- 
ing to  educational  institutions,  Va.,  1510,  1511;  of 
schoolhouses  and  lands,  N.  J.,  343. 

Convenience  of  access  to  school,  N.  J.,  30. 

Conventions,  county  school  board,  Oreg.,  155. 

Conversion  of  the  school  fund,  Cal.,  417  (a). 

Convicts,  pay  for  their  hire,  S.  0.,  1439. 

Cooperation,  of  State  and  nation,  Wis.,  55;  with 
farmers  for  demonstration  farms,  N.  Dak.,  1434. 

Corporal ‘punishment,  1101-1103;  N.  C.,  D 1101; 
Tex.,  D 1102. 

Corporate  entity  of  school  district,  Cal.,  D 320 

Corporate  powers  of  school  districts,  Va.,  27" 


INDEX. 


349 


[Figures  in  italics  refer  to  pages 

Corporate  property,  subject  to  local  taxation,  Ga., 
618.  ‘ _ _ „ 

Corporate  rights  of  College  of  Agriculture,  N.  C., 
1429. 

Corporation,  a municipal,  Mich.,  D 215;  municipal, 
empowered  to  employ  a superintendent,  Cal., 

D 187;  for  the  maintenance  of  schools,  Wis.,  1513. 

Correspondence  course,  University  of  Wisconsin, 
Wis.,  1203. 

Cost  of  county  schools  of  agriculture,  Wis.,  607. 

Counties,  division  of  property  between,  Okla.,  372. 

County,  may  lend  money  to  district,  Va.,  6C0;  to 
build  schoolhouses,  Okla.,  D 45;  unit  of  school 
organization,  Ky.,  133. 

County  advisory  board,  Tenn.,  162. 

County  board  of  education  ( see  also  Board  of  edu- 
cation, county);  S.  Dak.,  100;  Minn.,  137;  com- 
pensation, S.  C.,  158;  eligibility,  Ala.,  116;  per 
diem,  S.  C.,  160. 

County  boards  and  their  officers,  116-181. 

County  commissioner,  of  schools,  Mich.,  134;  power 
of,  Fla.,  D 617;  to  act  where  board  fails,  Ohio,  240. 

County  courts,  appoint  board  of  education,  Tcnn., 
165;  levy  taxes  for  school  purposes,  Oreg.,  656. 

County  examiner,  superseded,  Ark.,  120. 

County  free  hi/Th  schools,  Mont.,  D 28. 

County  high-school  fund,  Kans.,  132. 

County  road  and  school  fund,  Utah,  378. 

County  school  boards,  powers  and  duties,  Va.,  178. 

County  school  district  of  the  first  c lass,  Utah,  169. 

County  school  examiners,  Ohio,  154. 

County  superintendency  of  schools  ( see  also  Super- 
intendent of  schools, county);  abolished,  Nev.,29. 

County  superintendent,  32;”  to  act  in  emergency, 
Ky.,  D 22. 

County  supervision  of  schools,  Tex.,  166. 

County  taxation  for  school  purposes,  611-D  664. 

County  treasurer,  compensation,  Va.,  172. 

Coupon  bonds,  Tex.,  595. 

Course  of  instruction  in  ceramics,  N.  J.,  1422. 

Course  of  study,  agriculture,  secondary  schools, 
Okla.,  1291  (11);  commissioner  of  high  schools, 
Ind.,  1230;  creating  state  committee  to  prepare, 
Utah,  11C0;  district  agricultural  high  schools,  Ga., 
1277;  elementary  agriculture,  Ark.,  117<’.;  elemen- 
tary agriculture,  Cal.,  1177;  Tex.,  1178;  for  dis- 
trict schools,  Utah,  168;  grammar-grade  postgrad-- 
uate,  Cal.,  1155;  high  schools  giving  normal  train- 
ing, Nebr.,  923;  high-school  postgraduate,  Cal., 
1220;  history,  state  and  national,  N.  C.,  1168; 
industrial  branches,  Okla.,  1291  (2);  in  schools  of 
N.  Mex.,  32;  local  geography  and  history,  Le., 
1166;  public  schools,  elementary  agriculture, 
Okla.,  1291  (2);  requiring  instruction  in  English 
branches  at  least  half  day,  Wis.,  1163;  sanitation, 
Utah,  1173;  special  studies,  Vt.,  1162;  state,  Vt., 
1161;  state  constitution,  Del.,  1164;  state  normal 
schools,  N.  Dak.,  914;  Oreg.,  917;  state  system  of 
normal  instruction,  Ind.,  922;  teachers'  institutes, 
Okla.,  942;  temperance  instruction,  N.  C.,  1172. 

Court  of  common  pleas,  authorized  school  directors 
to  borrow  money,  Pa.,  586. 

Courts,  juvenile.  See  Juvenile  courts. 

Courts,  levying  taxes  for  school  purposes,  Oreg.,  656. 

Credit,  loaned  and  faith  pledged,  N.  C.,  D 583. 

Creditors  and  liens,  Pa.,  588. 

Crimes,  punishment  of,  N.  J.,  370. 

Critic  teachers  paid  in  part  by  school  district,  111., 
D 627. 

Custodian,  of  joint  school  districts,  N.  J.,  526;  of 
schoolhouses,  N.  Y.,  229  (2);  of  school  moneys, 
N.  J.,  526. 

D. 

Damages,  dogs  killing  sheep,  Mich.,  517,  519;  for 
injuries  to  pupils,  liability  of  district  sustained, 
Wash.,  D 728. 

Data,  demanded  in  reports,  N.  Dak.,  91. 

Date  of  district  meetings,  Okla.,  302. 

Days  for  special  observance,  1182-1185  (see  also  Holi- 
days, Columbus  Day,  Lincoln’s  Birthday,  etc.); 
Arbor  Day,  Mont.,  1182;  N.  J.,  1184;  Flag  Day, 
N.  J.,  1167;  Jamestown  Landing,  N.  II.,  1183; 
programmes,  Kans.,  1165;  Rhode  Island  Inde- 
pendence Day,  R.  I.,  1169. 

Deaf  and  dumb,  education  of,  1531-1546. 


; others  to  enactment  numbers.] 

Deaf,  blind,  and  feeble-minded,  instruction  for, 
Mich.,  27  (15);  Vt.,  1530. 

Deaf  children  compelled  to  attend  school,  N.  C., 
1556;  Minn.,  1046;  Mich.,  1039;  S.  Dak.,  1073;  ex- 
empted from  compulsory  act,  N.  Dak.,  1064. 

Decisions  of  federal  and  state  supreme  courts,  299- 
8U- 

Decisions,  of  school  directors  final,  Pa.,  D 49;  of 
state  board  of  education,  Cal.,  D 6;  of  state  su- 
preme courts  (see  index  numbers  preceded  by  D). 

Decoration  of  school  buildings,  713-731. 

Defective  children  (see  also  Blind,  Crippled,  Deaf, 
and  Deaf  and  dumb  children);  enumeration, 
New  Orleans,  La.,  953;  deaf  and  blind,  Ind.,  1574; 
regulating  importation  into  State,  Md.,  1583a. 

Defective  hearing.  See  Medical  inspection,  sight 
and  hearing. 

Defective  sight  and  hearing.  See  Medical  inspec- 
tion, sight  and  hearing. 

Defectives,  education  of,  16,  1528-1562;  Ark.,  D 62; 
Okla.,  42;  enumeration,  Ohio,  962. 

Defects  in  sale  of  school  lands,  Ohio,  398. 

Defenders  Day,  making  legal  holiday,  Md.,  977a. 

Deficiency  in  apparatus  and  equipment,  Wis.,  492. 

Deficit  in  school  fund,  Mich.,  519. 

Definition,  of  depopulated  school  districts,  Kans., 
331,  332;  of  elementary  school,  Vt.,  486;  of  grades 
of  instruction,  Fla.,  461;  of  membership  and 
powers  of  board  of  investment,  Minn.,  77;  of 
powers  and  duties  of  educational  commission,  111., 
12;  of  provision  of  founder’s  will,  Colo.,  1493;  of 
school  age,  Okla.,  42;  of  school  status,  Cab,  4;  of 
school  year,  S.  Dak.,  100;  of  suitable  school  facili- 
ties, N.  J.,  30;  of  term  “colored children,”  Okla., 
42;  of  term  “electors,”  Wis.,  D 313;  of  term 
“town,”  R.  I.,  250;  of  white  and  colored  schools, 
Okla.,  44. 

Degree-granting  institutions,  Ohio,  1506. 

Degrees  (see  also  Teachers’  certificates;  academic, 
conferred,  Ohio,  1506;  Ind.,  1406;  certificate  with- 
out examination  to  holders  of,  Mich.,  820;  holders 
of,  exempted  from  examinations,  Mich.,  820;  nor- 
mal schools,  111.,  810,  811,  812,  813. 

Delaware:  9,  123,  292,  321,  418,  548,  549,  550,  615, 
616,  856,  1026,  1104,  1306,  1454,  1533,  1548,  1572. 

Delinquent  children  (see  also  Juvenile  courts);  Ala., 
1563;  Ariz.,  1564;  Ark.,  1505;  Cal.,  1566,  1567; 
Idaho,  1573,  1575;  Ky.,  1577,  1578;  La.,  1580,  1581; 
Mich.,  1586;  Minn.,  1587;  Mont.,  1590;  Nebr., 
1592;  Oreg.,  1600;  Tenn.,  1603;  Wis.,  1608;  Wyo., 
1609;  detention  homes,  Colo.,  1610;  Iowa,  1611; 
Kans.,  1575;  Minn.,  1587;  Nebr.,  1614;  N.  J., 
1615;  Utah,  1616;  industrial  schools,  Me.,  1582; 
Mass.,  1584,  1584  (a);  N.  H.,  1593;  N.C.,  1590;  re- 
form schools,  Cal.,  1566;  Colo.,  1571;  Del.,  1572; 
Ind.,  1574;  Vt.,  1605;  Wash.,  1606;  Wis.,  1608; 
state  orphan  homes,  Okla.,  1599;  truant  and  pa- 
rental schools,  Wis.,  1617;  truant  schools,  Mass., 
1612. 

Delinquents  and  dependents,  education  of,  16, 
1563-1617. 

Demonstration  farms,  experiment  stations  for,  N. 
Dak.,  1434. 

Demonstration  of  arid  land,  Utah,  1443. 

Department,  of  agriculture,  appropriation  for,  Va., 
107;  of  education,  recognition  of  graduates  from, 
Md.,  818;  of  education,  West  Virginia  University, 
validating  diplomas  from,  W.  Va.,  826;  of  public 
instruction,  N.  Y.;  229,  232;  of  public  reports, 
N.  J.,  83. 

Dependent  children,  Ariz.,  1564;  Ark.,  1565;  Cal., 
1567,  1568;  Colo.,  1570;  Ky.,  1577,  1578;  La.,  1580, 
1581. 

Dependents  and  delinquents,  education  of,  16, 1563- 
1617. 

Depopulated  school  districts,  Kans.,  331,  332. 

Deposit  of  school  moneys,  N.  Dak.,  371;  Mich.,  518; 
Wyo.,  537. 

Depositories  for  school  moneys,  Ohio,  528. 

Deprivation,  of  equal  protection  of  law,  Ky.,  D 21. 

Deputy,  commissioner  of  school  lands,  N.  Dak.,  427; 
county  superintendent,  N.  Dak.,  152;  state  su- 
perintendent, secretary  of  board,  Wash.,  Ill,  113; 
superintendent,  Nev.,  29;  appointment  of,  Utah, 
104. 

Detention  schools,  1610-1617. 

Determination  of  cases  of  emergency,  Ky.,  D 22. 


350  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


[Figures  in  italics  refer  to  pages 

Difference  in  tax  levy  between  district  and  county 
schools,  Ga.,  D 621. 

Diplomas,  agricultural  and  mechanical  colleges, 
teachers’  certificate,  Okla.,  1291  (10);  eighth-grade 
pupils,  Idaho,  1150;  from  military  department, 
Tenn.,  I486;  Louisiana  State  University  and  Ag- 
ricultural and  Mechanical  College,  La.,  817;  nor- 
mal school  and  university,  808-828  ( see  also 
Teachers’  certificate);  normal  schools,  111.,  810, 
811,  812,  813;  postgraduate,  Ind.,  D 814;  teach- 
ers’ certificate,  Ark.,  903;  Kans.,  816;  Md.,  818; 
Nebr.,  821;  state  university,  teachers’  certificates, 
W.  Va.,  826;  universities  and  colleges,  teachers’ 
certificates,  La.,  818;  Md.,  819;  Nebr., 821;  without 
examination,  Wash.,  112.  See  also  Teachers’ 
certificates. 

Directors,  of  high  schools,  Iowa,  D 129;  of  Toledo 
University,  Ohio,  D 38. 

Disbursement  of  state  funds,  Va.,  488. 

Discipline  ( see  also  Government  of  schools,  and 
Corporal  punishment),  in  school,  15,  1068-1105; 
111.,  329-333;  Wis.,  333-336;  Wash.,  D 1098. 

Discontinuing  school  districts,  Ariz.,  456. 

Discounting  warrants,  Va.,  51. 

Discretion,  of  school  authorities,  Iowa,  D 16;  Wis., 
D 56;  allowed  for  using  tax  levy  for  repairs,  Ky., 
D 635;  not  given  to  city  council,  111.,  D 630. 

Dismissal  of  teachers,  14,  830-853  ( see  also  Teachers, 
dismissal). 

Disorganization,  of  school  districts,  Oreg.,  156; 
Kans.,  D 334. 

Disposal,  of  forest-reserve  fund,  Oreg.,  374;  of  unex- 
pended school  funds,  Va.,  487. 

Disposition,  of  forest-reserve  fund,  Idaho,  364;  of 
state  school  lands,  Oreg.,  D 404;  Wash.,  417;  of 
surplus  in  state  treasury,  Tenn.,  482. 

Dissolution,  of  educational  corporations,  N.  J., 
1505;  of  school  district,  Nebr.,  342;  of  union  of 
towns,  Me.,  466. 

Distinctions  between  white  and  colored  school  dis- 
tricts, Tex.,  530. 

Distribution,  of  colored  school  taxes,  Del.,  616;  of 
forest-reserve  fund,  Nebr.,  367;  of  reserve  of  tui- 
tion fund,  Ind.,  631;  of  school  funds,  N.  J.,  472, 
473;  Oreg.,  156;  Utah,  378;  of  school  laws,  Del.,  9. 

District,  boards  and  their  officers,  182-289;  clerk, 
acts  as  member  of  board,  Tenn.,  163;  directors, 
abolished,  Tenn.,  162;  library  fund,  Nebr.,  1517; 
school  boards,  N.  Dak.,  235;  supervision,  W.  Va., 
54;  trustees,  federal,  state,  and  comity  officers 
ineligible,  Va.,  269;  system  oi  school  government, 
Wis.,  285. 

Districts,  school,  boards  and  officers  of  ( see  also 
Board  of  education);  classification  of,  Ariz.,  454; 
school,  may  be  divided,  Idaho,  325;  state  aid  to 
pay  minimum  salaries,  Ohio,  867;  teachers’  con- 
tracts, Ala.,  830,  D 831;  transportation  of  pupils, 
Ohio,  1010. 

Division,  of  administrative  units,  314-361;  of  funds 
into  separate  classes,  Ind.,  1495;  of  property  be- 
tween counties,  Okla.,  372;  of  school  districts, 
Va.,  359;  Minn.,  520;  of  school  lands,  N.  Dak., 
395;  of  taxation,  equitable,  Nebr.,  645. 

Division  boards,  chairman  of.  Ky.,  133. 

Division  superintendents,  indorsing  warrants,  Va., 
171;  to  discharge  duties  exclusively,  Va.,  108; 
must  not  have  any  other  business,  Va.,  173. 

Doctor  of  veterinary  science,  degree  granted,  Mich., 
1418. 

Documents,  publication  of  state,  Pa.,  97. 

Domestic  economy,  county  schools  of,  Wis.,  607; 
Mich..  1281. 

Domestic  science,  taught,  Cal.,  1177;  Okla.,  42, 
1291  (2). 

Drainage  purposes,  assessment  for,  Wash.,  414; 
bonds  for,  N.  Dak.,  430. 

Drill,  fire,  in  school,  1105. 

Dry-farming  experiment  station,  N.  Dak.,  1433. 

Duties,  of  county  school  board,  Cal.,  121;  N.  C.,  148; 
Fla.,  463;  of  county  commissioners  of  schools, 
Mich.,  135;  of  county  superintendent,  Ariz.,  119; 
Wash.,  179;  of  county  treasurer,  Colo.,  509;  Va. , 
532;  of  land-office  commissioner,  N.  Mex.,  393;  of 
school  examiners,  N.  Y.,  D 33;  of  state  board  of 
agriculture,  Mich.,  27  (8);  of  state  board  of  educa- 
tion. Mich.,  27  (6);  of  state  library  commission, 
N.  Dak.,  1519;  of  state  superintendent,  Mich., 
27  (2);  Ariz.,  60;  Cal.  ,64;  Tenn.  ,101;  of  tax  assessor, 
Mich.,  518;  of  town  clerks,  Wis.,  281. 


; others  to  enactment  numbers.] 

Duty  to  prescribe  course  of  study  for  district  schools, 
U tah,  168. 

E. 

Eastern  Illinois  State  Normal  School,  power  to  con- 
fer degrees,  111.,  811. 

Education,  basis  of  progress,  Wis.,  55;  harmony  be- 
tween state  and  national,  Wis.,  55;  in  new  con- 
stitution of  Mich.,  27;  legislation,  bibliography,  16; 
of  blind  and  deaf  children,  Idaho,  1534;  Nev.,  1538; 
Wis.,  1546;  of  collegiate  rank,  Ky.,  1397;  of  defect- 
ives, 16, 1528-1562;  of  dependents  and  delinquents, 
1563-1617;  of  teachers,  14;  of  the  blind,  Wis.,  1557; 
of  the  feeble-minded,  Me.,  1559;  provided  for  in 
constitution  of  Okla.,  42;  state  board  of,  Mich., 
27  (6);  universal,  Wis.,  55. 

Educational  institutions,  maintenance  and  estab- 
lishment, New  York  City,  N.  Y.,  694;  special, 
changing  corporate  name  of  certain,  Ind.,  1574; 
establishing  State  Industrial  School  for  Girls, 
Colo.,  1571;  establishing  Whittier  State  School  for 
Delinquents,  Cal.,  1566;  establishment,  Industrial 
Institute  and  College  for  Girls,  Okla.,  1292;  estab- 
lishment, mining  trade  school,  Wis.,  1296;  Indus- 
trial School  for  Girls,  Del.,  1572;  Industrial  School 
for  Girls,  Me.,  1582;  State  School  for  Boys,  Me., 
1583;  Tempe  Normal  School,  Ariz.,  1304;  uniform 
accounting,  Wash.,  1351,  W.  Va.,  1354. 

Educational  lands,  sale  of,  Nebr.,  390. 

Educational  meetings,  expenses  to  equal  summer 
school  allowance,  Vt.,  945. 

Educational  supplies,  increased  expenditure  for, 
Wis.,  730. 

Election,  not  necessary  to  levy  tax  for  repairs,  111., 
623;  ofboardofregents,Mich.,27  (3);  of  educational 
authorities,  290-313;  of  members  of  county  board, 
Tenn.,  165;  of  board  in  independent  school  dis- 
tricts, Minn.,  298;  of  free  high-school  district 
officers,  Wis.,  312;  of  members  of  board,  Conn., 
188;  Idaho,  293,  294;  111.,  295;  Mich.,  297;  Utah, 
310;  Vt.,  311;  of  school  commissioners,  Vt.,  268; 
of  school  committee  of  supervision,  Me.,  207;  of 
school  inspectors,  111.,  D 626:  of  school  officers, 
expenses,  Nebr.,  300;  Ohio,  301;  of  state  superin- 
tendent, Mich.,  27  (2);  Utah,  104;  special,  to  fill 
vacancy,  Iowa,  198;  returns,  certificates  of,  Pa., 
305;  to  determine  sale  of  school  lands,  La.,  386. 

Electors  of  school  districts,  Wis.,  285. 

Elementary  education,  special  state  aid,  453-492. 

Elementary  schools,  defined,  Vt.,  486;  proportion 
of  all  funds  for  salaries,  Cal.,  855. 

Elementary  technical  training,  1176-1181. 

Elementary  and  secondary  education  administra- 
tive control,  1-57. 

Elements  of  agriculture,  horticulture,  stock  feeding, 
and  domestic  science  taught,  Okla.,  42. 

Eligibility  for  membership  of  county  board,  Ala., 
116;  of  commissioner  of  schools,  Mich.,  D 216;  of 
members  of  school  board,  Mich.,  214;  of  principals 
and  teachers,  N.  Y.,  229  (10);  of  school  officers, 
N.  Dak.,  151;  to  office  of  county  superintendent, 
Minn.,  139;  to  office  of  district  school  trustees, 
Tenn.,  269. 

Emergency,  cases  of,  Ky.,  D 22. 

Elmira,  N.  Y.,  teachers’ pensions,  N.  Y.,  883. 

Eminent  domain,  Ind.,  679;  acquisition  play- 
grounds, Portland,  Oreg.,  1199  (8);  cities  of  first 
class,  Colo., 677;  cities  of  over  50,000,  Minn.,  689; 
for  educational  institutions,  Ariz.,  676;  fer  educa- 
tional institutions,  111.,  678;  exercise  of  right  of, 
to  secure  water  supply,  N.  C.,  720;  state  normal 
schools,  Ky.,  90'). 

Employees  of  board  of  education,  to  be  city  officers, 
N.  Y.,  229  (2);  tenure  of  office,  N.  Y.,  229  (2). 

Employment  of  children.  See  Child  labor. 

Employment  of  teachers,  14,  830-853;  of  the  blind. 
Ark.,  1547.  See  also  Teachers’  employment. 

Employment  agencies  for  teachers,  state,  Mich.,  841. 

Encouragement  of  common  schools,  N.  Y.,  229  (12). 

Endowed  higher  institutions,  16,  1491-1513. 

Endowment  lands,  sale  of  S.  Dak.,  406. 

Engineering  building,  equipment,  N.  J.,  1424. 

Engineering  courses,  excluded  from  free  tuition, 
Cal.,  1491. 

English  language,  medium  of  instruction,  Mich., 
27  (9). 

Enlargement  of  school  libraries,  N.  C.,  1518;  of 
schools,  special  tax  levy  for,  Tenn.,  661;  ofspccial, 
tax  districts,  N.  C.,  650. 


INDEX. 


351 


[Figures  in  italics  refer  to  pages  ; others  to  enactment  numbers.] 


Enrollment  of  city  children,  Pa.,  480. 

Entrance  fee  for  nonresidents  in  agricultural  college, 
Utah,  1442. 

Entrance  requirements,  high  schools,  Idaho,  1150; 
for  nonresident  pupils,  Vt.,  1010;  state  normal 
schools,  Nebr.,  911 , universities,  colleges,  and  nor- 
mal schools,  teachers’  certificates,  Nebr.,  821. 

Enumeration,  of  specific  powers  of  board,  N.  Y.,  229 
(4);  of  school  children  {see  Census,  schools);  of  tax- 
ables,  Pa,.,  480. 

Epileptic  children,  instruction  for,  Vt.,  1529. 

Equalization  of  tuition  fund,  Ind.,  512. 

Equipment,  of  buildings  of  Polytechnic  Institute, 
Ala.,  1488;  of  College  of  Agriculture,  111.,  1409;  of 
engineering  building,  N.  J.,  1424;  school,  proper, 
Wis.,  492;  increased  allowance  for,  Wis.,  730;  in- 
crease in  maximum  expenditure  for,  N.  Dak.,  697; 
Providence,  R.  I.,  authorized  to  borrow  money 
for,  R.  I.,  725. 

Erection  of  school-houses,  bond  issue  for,  Del.,  550. 

Errors  in  school  census,  Tenn.,  D 483. 

Escheats,  of  property,  Okla.,  373:  to  belong  to  per- 
manent school  fund,  Wash.,  438. 

Establishment,  of  agricultural  college,  Ga.,  1396;  of 
a national  system  of  education,  Wis.,  55;  of  libra- 
ries in  each  township,  Mich.,  27  (14);  of  libraries  in 
rural  districts,  S.  C.,  1523;  of  public  libraries  in 
school  districts.  Pa..  1521;  of  public  schools,  Ind., 
D 13;  of  school  for  the  blind.  Wis.,  1557;  of  school 
for  the  deaf,  Okla.,  1541;  of  school  for  the  feeble- 
minded, R.  I.,  1562. 

Estimate,  of  expenses  of  board  furnished  to  the  city, 
La.,  D 637;  required,  before  borrowing  money, 
Mich.  569. 

Ethical  education,  1170-1174. 

Evening  high  schools,  status  of,  Cal.,  806-310;  Cal., 
D 1194;  entitled  to  share  state  high-school  fund, 
Cal.,  D 1224. 

Evening  lectures.  See  Public  lectures. 

Evening  schools,  1193-1196;  Macon,  Ga.,  1195;  at- 
tendance, Nebr.,  1052;  for  adults,  including  for- 
eigners, Pa.,  1188;  status  of  teachers,  New  York 
City,  N.  Y.,  D 849;  teachers  of,  New  York  City, 
N.  Y.,  D 849;  teachers’  certificates,  N.  J.,  1196  (1). 

Examination  of  applicants  for  teachers’  position, 
Mich.,  29;  Cal.,  121;  for  horticultural  inspectors, 
Wash.,  1448;  not  needed  for  graduates,  Cal., 
1492;  of  books,  accounts,  and  records,  Minn.,  220; 
of  teachers  (see  Teachers,  examinations);  of 
Tuskegee  Institute,  Ala.,  1;  physical,  of  pupils, 
1120-11.25.  See  also  Medical  inspection. 

Examinations,  county  board,  for  eighth  grade, 
Mont.,  1158;  eighth  grade,  for  high  school  en- 
trance, Idaho,  1156;  for  entrance  to  agricultural 
and  mechanical  college,  Okla.,  1291  (12  and  13); 
to  eighth-grade  graduates  for  normal  school 
scholarships,  111.,  1157. 

Examiner,  public,  his  powers,  Minn.,  219. 

Examiners,  board  of,  Iowa,  766;  city  board  of,  ac- 
ceptance of  certificates  by  other  cities,  Ohio,  779; 
board  of,  Buffalo,  N.  Y.,  examinations  on  half 
holidays,  N.  Y.,  D 776;  Buffalo,  N.  Y.,  right  of 
fixing  date,  N.  Y.,  D 776;  creation  of,  Seattle, 
Wash.,  786;  county  board  of,  Kans.,  768;  revoca- 
tion of  certificates,  Mich.,  800;  district  board  of, 
certificates,  Kans.,  816;  school,  county,  Ohio,  154; 
state  board  of,  Miss.,  770;  compensation,  Wyo., 
788;  creation,  N.  C.,  777;  to  recommend  books  for 
reading,  Wyo.,  788;  validation  of  certificates  of 
other  States,  Iowa,  798. 

Excess  of  apportionment  of  school  fund,  Ky.,  465. 

Exchange  of  school  property,  Va.,  272. 

Exclusion,  from  school  for  nonvaccination,  N.  Y., 
D 34;  of  colored  children  from  any  public  school, 
Kans.,  D 17. 

Excursions,  school,  cities  authorized  to  provide, 
N.  J.,  1186. 

Exemption,  from  law,  Pa.,  248;  from  taxation  of 
school  property,  R.  I.,  657;  Cal.,  1491;  Iowa,  1498; 
of  entertainments  from  license,  Mass.,  25;  of  prop- 
erty from  taxation,  Vt.,  450;  of  treasurer  from 
liability,  Minn.,  521. 

Exemptions  enjoyed  by  Yale,  Conn.,  1494. 

Exercises,  religious,  in  school  not  a violation  of  con- 
stitution, Tex.,  D 377. 

Exhibitions,  shows,  and  amusements  licenses  of 
Mass.,  25. 

Expansion,  of  school  system,  Va.,  52. 


Expenditure  of  unexpended  balances,  Ariz.,  538. 

Expenditures,  annual,  limited,  Mass.,  210;  by  board 
of  directors,  Wash.,  274;  in  villages,  subject  tn 
popular  vote,  N.  H.,  646;  local  school,  medical 
inspection,  Conn.,  1120  (7);  Mass.,  1124;  local 
school,  nurses,  Boston,  Mass.,  11-3;  of  forest 
reserve  funds,  Wash.,  380;  restriction  of,  Ohio, 
242. 

Expenses,  of  commission,  Pa.,  47;  of  county  superin- 
tendents, Minn.,  136;  Mont.,  142;  ofcounty  board, 
Ala.,  116;  of  county  superintendent,  Del.,  123; 
of  directors’  meetings,  Wash.,  179;  of  elections 
Ohio,  301;  of  members  of  district  school  boards 
Ohio,  236;  of  school  directors,  Pa.,  157;  of  state 
board  of  education,  R.  I.,  99;  of  state  officers,  N. 
Dak.,  89;  of  state  superintendent,  Vt.,  106;  paid 
without  itemized  statement,  N.  Dak.,  89;  school, 
appropriation  for,  Del.,  615. 

Experience,  of  teachers,  N.  Y.,  229  (10);  required  of 
county  superintendent,  N.  Dak.,  150. 

Experiment  farms  ( see  Agricultural  experiment 
stations);  district  agricultural  high  schools,  Okla., 
1291  (15). 

Experiment  station,  and  model  farm,  Tenn.,  1441; 
change  of  name,  Vt.,  1445;  management  of,  Ala.,, 
1402;  of  agricultural  school,  Col.,  1403;  protection 
of  domestic  animals,  Va.,  1446.  W 

Experimentation  with  soils,  provision  for,  Mich., 
1419. 

Expulsion  and  suspension  of  pupils,  1103-1105. 

Extension  of  city  limits,  Utah,  355. 

Extension,  of  school  term  for  deaf  and  blind  chil- 
dren, Del.,  1533;  Ohio,  1540;  of  time  for  making 
apportionment,  Okla.,  477. 

Extra  teachers,  compensation,  N.  Y.,  229  (4). 

F. 

Facilities,  school,  additional,  special  tax  for,  S.  C.* 
659. 

Failure  to  deliver  property,  Wash.,  274. 

Farm  improvements,  expenditure  for,  Ala.,  1402. 

Farm  mortgages,  school  funds  in,  N.  Dak.,  428. 

Farmers’  institutes,  1205-1212;  La.,  1209;  Okla., 
1436;  distrioution  of  bulletins,  Wis.,  1211;  district 
agricultural  schools,  Okla.,  1291  (16);  state  aid, 
Ala.,  1205;  Cal.,  1206;  Colo.,  1207;  Ind.,  1208. 

Federation  of  Women’s  Clubs,  appropriation 
toward  statue  of  Sakakawea,  promoted  by,  N. 
Dak.,  696. 

Feeble-minded,  education  of,  1559-1562;  Mich.,  27 
(15);  children,  exempted  from  compulsory  act, 
N.  Dak.,  1064. 

Fees,  for  election  officers,  Nebr.,  300;  from  lease  and 
sale  of  land,  S.  Dak.,  405;  removal  of,  for  registra- 
tion of  teachers,  Mass.,  840;  tuition,  in  agricultural 
college,  Kans.,  1411. 

Finality  of  decisions,  Cal.,  D 5. 

Finance,  school,  local,  50&-537. 

Finance  and  support,  state,  14. 

Fines,  for  any  breach  of  penal  laws,  Mich.,  27  (14);. 
for  failing  to  deliver  property,  Wash.,  275. 

Fire  drill,  1105;  Ohio,  1105. 

Fire  escapes,  inspection  of  schoolhouses  with  refer- 
ence to,  Ohio,  721;  schoolhouses  to  be  provided 
with,  Okla.,  722. 

Fire  protection,  authorizing  bond  issue  to  secure,  in 
Utica,  N.  Y.,  695;  construction  of  schoolhouses 
with  reference  to,  R.  I.,  726;  Va.,727(2);  hanging 
of  doors  to  public  buildings,  La.,  717;  inspection 
of  school  buildings,  Ohio,  721. 

First-grade  certificate,  for  county  superintendents* 
Iowa,  D 130. 

Fixation,  of  number  of  reports,  Conn.,  66. 

Flag,  United  States,  in  school,  749-758.  See  alsa 
United  States  flags. 

Flag  Day,  requiring  celebration,  N.  J.,  1167. 

Floor  space,  of  study  rooms,  N.  Y.,  229  (13). 

Florida:  D 10,  D 67, 124, 190,  D 363,  462,  463,  D 617, 
D 906,  931,  932,  1027,  1275,  1295,  1307,  1308,  1309, 
D 1395,  D 1406,  1455,  1483. 

Football.  See  Athletics,  football. 

Foreigners,  evening  schools,  N.  J.,  1196;  schools  for 
adult,  Pa.,  1188. 

Forest  reserve  fund,  United  States,  Cal.,  362;  Fla., 
D 363;  Mont.,  366;  Nebr.,  367;  Nev.,  3C9;  Oreg., 
374;  Wash.,  380;  Wis.,  381;  to  be  added  to  irre- 
ducible fund,  Oreg.,  433;  used  for  public  schools,. 
Idaho,  364. 


352 


STATE  SCHOOL  SYSTEMS: 


[Figures  in  italics  refer  to  pages 

Forest  seedlings,  nursery  of,  Vt.,  1444. 

Forestry,  chair  of,  in  state  university,  La.,  1413; 
creating  reserve,  Mich.,  1319;  school  of,  N.  Dak., 
1430;  University  of  Minnesota,  Minn.,  1373. 

Forfeiture  of  right  to  school  lands,  Kans.,  384. 

Formation,  of  administrative  units,  314-361;  of 
school  districts,  Idaho,  325;  Mum.,  337,  338;  Tex., 

D 354,  597. 

Fostering  development  of  mineral  industries,  N. 
Dak.,  1480. 

Founder’s  will,  definition  of  its  provisions,  Colo., 
1493. 

Fraternities,  common  schools  (high  and  elemen- 
tary), Ind.,  1092;  high  school,  111.,  329-333;  high 
school,  Kans.,  1094;  Chicago,  111.,  D 1090,  D 1091; 
public  schools,  Minn.,  1095;  Ohio,  1097;  Wash., 

D 1090. 

Free  common  schools,  Mont.,  D 28;  Idaho,  193. 

Free  high  school  districts,  Wis.,  312. 

Free  high  schools  for  counties,  Mont.,  D 299;  Wis., 
312;  state  aid  for,  Wis.,  506. 

Free  public  libraries  in  school  districts,  Pa.,  1521, 
1522. 

Free  scholarships  in  agricultural  college,  Mass., 
1415a. 

Free  text-books,  1139a-1143;  Conn.,  189;  N.  Y.,  229 
(11). 

Free  tuition,  for  high  school  graduates,  Ohio,  653; 
for  white  deaf  children,  N.  C.,  1539. 

Fruit-growing  interests,  promotion  of,  Wash.,  1448. 

Funds,  derived  from  licenses  and  fines,  N.  Mex., 
426;  educational  institutions,  monthly  reports, 
Va.,  1347;  for  agricultural  college,  Oreg.,  1437;  for 
specific  purposes,  Ind.,  513;  for  teaching  military 
tactics,  r la.,  D 1483;  forest  reserve,  United  States, 
Cal.,  362;  permanent  school,  Iowa,  383;  primary 
school  interest,  Mich.,  27  (9);  retirement  ( see 
Teachers’  pensions);  state  school,  apportion- 
ments, not  applicable  to  kindergartens,  Cal.,  D 
1190;  high  schools,  county,  Kans.,  1233, 1234;  high 
schools,  San  Irancisco,  Cal.,  D 1224;  state  uni- 
versity, W ash. , 1351 ; teachers’  institutes,  N.  Dak. , 
940;  apportionment,  Ariz.,  928,  929;  use  of,  for 
junior  normal  schools,  Nebr.,  922b,  territorial, 
converted  to  the  use  of  state  board,  Okla.,  94; 
transfers  from  salary  to  printing,  Cal.,  904;  tuition, 
use  of,  for  building;  Va.,  710;  withheld  from  dis- 
tricts failing  to  maintain  school  for  four  months, 
N.  Dak.,  475. 

Furnishing  supplies,  Iowa,  69. 


G. 

Gambling,  prohibited  near  certain  schools,  La.,  737. 

General  administrative  control  of  education,  14. 

George  Peabody  College  for  Teachers,,  appropria- 
tion, Tenn.,  898b. 

Georgia:  D ll,  D 191,  322,  D 323,  D 324,  464,  D 551, 
618,  D 619,  D 620,  D 621,  D 735,  907,  1028, 1029, 1195, 
1276,  1277,  1367,  1368,  1396,  1407,  1408,  1456. 

Gifts  and  legacies,  taxed,  Okla.,  446. 

Gifts  for  benevolent  purposes,  Mich.,  1502. 

Good  Friday,  declared  legal  holiday,  Minn.,  978;  de- 
clared legal  holiday,  N.  J.,  980. 

Government,  of  common  schools,  Kans.,  D 18; 
Wash.,  133;  of  schools,  ( sec  Control  of  schools); 
corporal  punishment,  N.  C.,  D 1101;  Tex.,  D 1102; 
exclusive  duty  of  board,  N.  Y.,  229  (4);  high 
schools,  Cal.,  D 1223;  rules  for,  Iowa,  D 16;  sus- 
pension, Kans.,  1103;  Wis.,  1104. 

Governor,  removing  board  members,  La.,  D 205; 
to  appoint  cadets,  Mo.,  1484. 

Graded  salaries,  of  teachers,  W.  Va.,  277. 

Graded  schools,  managed  by  board  of  directors, 
Kans.,  200;  rural,  Fla.,  461. 

Grades  of  instruction,  definition  of,  Fla.,  461. 

Graduated  income  tax,  levied,  Okla.,  447. 

Graduated  scale  of  salaries,  W.  Va.,  180. 

Graduates,  admitted  to  practice  without  examina- 
tion, Cal.,  1492;  exemptions  from  teachers’  exami- 
nations, Mich.,  820;  normal  schools,  certificates, 
Idaho,  809;  of  ten  years’  standing,  on  board  of 
trustees,  Conn.,  1405;  recognition  of,  from  institu- 
tions conforming  with  University  of  Nebraska, 
Nebr.,  821;  teachers’  certificates,  Ohio.,  779. 


LEGISLATION,  ETC.,  1906-8. 


1;  others  to  enactment  numbers.] 

Grammar  schools,  part  of  common  schools,  Cal.. 
D 457. 

Grant  of  land  by  the  United  States,  1450-1479; 
Okla.,  400  (1). 

H. 

Half  holidays,  Buffalo,  N.  Y.,  teachers’  examinations 
on,  N.  Y.  (D)  776. 

Harmony,  between  state  and  national  education, 
Wis.,  55. 

Hastings  College  of  Law,  affiliation  with  University 
of  California,  Cal.,  1365. 

Haverhill,  Mass.,  high  school  building  commission, 
Mass.,  1243. 

Haynesville  High  School,  prohibiting  gambling 
near,  La.,  737. 

Hazing,  penalties,  Cal.,  1088;  state  institutions, 
Colo.,  1089. 

Health  and  sanitation,  prohibiting  hospitals  near 
school  houses,  Nev.,  741. 

Health,  count y superintendent  of,  N.  Dak.,  707; 
law,  public,  N.  Y.,  D 34;  of  pupils,  construction 
of  school  houses  with  reference  to.  Va.,  727;  offi- 
cers, county,  to  inspect  places  where  children 
are  employed,  Miss.,  1047. 

Health  regulations,  15, 1106-1125;  l\\.,  820-322;  N.  C., 
322-324;  N.  Y..  324-326;  Pa.,  326-329;  required  by, 
safety  of  public,  Ohio,  D 41. 

Heating  and  ventilation,  Pa.,  723. 

Heating  appliances,  N.  Y.,  229  (13). 

Heating,  lighting,  and  ventilation,  approval  of 
school  houses  with  reference  to,  Va.,  727  (1). 

High  school,  appropriation  for,  Va.,  107;  attend- 
ance, no  power  to  compel,  Iowa,  D 15;  board  of 
inspectors,  N.  Dak.,  500;  county,  Mont.,  D 28; 
fraternities,  111.,  329-383;  tuition  fee,  Iowa,  D 15. 

High  schools,  accredited,  to  the  University  of  Ne- 
braska, Nebr.,  923;  to  agricultural  and  mechanical 
college,  Okla.,  1291  (11);  acquisition  of  property 
by  condemnation,  111.,  678;  agricultural,  Okla*, 
1291  (14);  athletics,  Iowa,  D 1093;  contracts 
between  districts  for  tuition,  Tenn.,  1262;  N.  H., 
1249,  D 1250,  D 1251, 1251;  county,  Ala.,  1213, 1214, 
1215;  Colo.,  1225;  Iowa,  1232;  Kans..  D 1238; 
Mont.,  1244,  1245;  Nebr.,  1247;  Nev.,  1248;  N.  C., 
1255;  Wyo.,  1271, 1272;  county,  electors  to  vote  on 
bonds,  Cal.,  1221;  location,  Oreg..  1257;  power  of 
principals  to  suspend  students,  Kans.,  1103;  dis- 
trict agricultural,  Ga.,  1277;  district  (judicial) 
agricultural,  Okla.,  1291  (14);  districts  with  one  or 
more,  Cal.,  1220;  establishment  by  districts,  Cal., 
1222;  exempting  from  county  text-book  uniform- 
ity, Wis.,  1154;  evening  ( see  Evening  high  schools); 
fees,  nonresidents,  111.,  1227;  fees,  nonresidents, 
Me.,  1141;  free,  attended  by  nonresidents,  Wis., 
D 381;  free,  for  counties,  Mont.,  D 299;  govern- 
ment, Cal.,  D 1224;  in  cities  of  the  first  class, 
Wis.,  D 288;  joint  township,  Ohio,  1256;  Pa.,  1260; 
Leicester,  Mass.,  1242;  liability  for  tuition  of  dis- 
trict not  maintaining  high  school,  Wis.,  D 1270; 
manual  training  instruction,  Wis.,  1181;  normal 
instruction,  Va.,  926;  normal  training,  Nebr.,  923; 
of  at  least  two  teachers,  Mass.,  497;  payment  of 
tuition  of  children  from  districts  without,  Pa., 
1259;  postgraduate  courses,  Cal.,  1220;  prohibiting 
students  of,  from  playing  or  being  employed  in 
billiard  halls,  N.  Dak.,  1065;  removal  of  limita- 
tions as  to  location,  Wis.,  704;  reviving  Essex 
County,  N.  Y.,  1265;  right  of  board  to  fix  course  of 
study,  Vt.,  D 1266;  right  of  districts  to  main- 
tain, 111.,  I)  1228;  separate,  for  negroes  and 
whites,  constitutional,  Kans.,  D 1237;  special 
tax  for,  W.  Va.,  672;  standards,  and  qualifica- 
tions of  pupils,  Vt.,  i264;  state  aid,  S.  C.,  1261; 
Syracuse,  N.  Y.,  bond  issue  for  building,  N.  Y., 
1253;  tax  levy,  Kans.,  1234,  1235;  township,  ad- 
mission of  seventh-grade  pupils,  Mich.,  1044; 
township,  compulsory  attendance,  Mich.,  1043; 
transportation  of  pupils,  Conn.,  985;  tuition  fees, 
Conn.,  1226;  Tyler  County,  W.  Va.,  1268;  uniform 
courses  of  study,  Ind.,  1230;  union  districts,  Oreg., 
1258;  universal  free  four-year  course,  Nebr.,  1247. 

High  schools  and  academies,  15. 

Higher  institutions  of  learning  (see  also  Universities 
and  colleges);  under  state  control,  1491-1513. 


INDEX. 


353 


[Figures  in  italics  refer  to  pages  ; others  to  enactment  numbers.] 


Higher  technical  education,  IS. 

Historian,  state,  creating  office,  Me.,  11CG. 

History,  civics,  as  studies,  1164-1169;  instruction, 
state  and  national,  N.  C.,  1168;  local,  creating 
boards  to  compile  and  publish,  Me.,  1166. 

Holders,  of  school  land  contracts,  N.  Dak.,  394;  of 
second-grade  certificates  ineligible  for  county 
superintendent,  Kans.,  D 131. 

Holding  an  office,  sufficient  qualification  for  re- 
election,  Mich.,  D 216. 

Holidays  for  schools,  975-983;  Columbus  Day, 
Colo.,  975;  declaring  which  days  are,  Wash., 
983;  Defenders’  Day,  Md.,  977a;  examinations 
for  teachers  on,  Buffalo,  N.  Y.,  D 776;  Good 
Friday,  Minn.,  978;  N.  J.,  980;  Labor  Day, 
Okla.,  981;  S.  Dak.,  982;  Lincoln’s  Birthday, 
Ind.,  976;  S.  Dak.,  982;  Patriot’s  Day,  Me.,  977; 
payment  of  teachers’  salaries,  N.  Mex.,  859;  three 
hundredth  anniversary  of  landing  at  Jamestown, 
Va.,  N.  H.,  1183.  See  also  Days  for  special  obser- 
vance. 

Home  economics,  summer  courses,  N.  J„  939. 

Horticultural  experiment  station,  Tenn.,  1451. 

Horticulture,  elements  of,  taught,  Okla.,  42. 

Hospital  school,  for  crippled  and  deformed  chil- 
dren, Mass.,  1558. 

Hygiene,  alcohol,  narcotics,  1170-1174;  instruction 
as  to  tuberculosis,  Mass.,  1110. 

Hygienic  provisions  in  school  buildings,  N.  Y., 
229  (13). 


I. 


Idaho:  68,  126,  192,  193,  293,  294,  325,  364,  622,  764, 
933,  952,  986,  1030,  1146,  1156,  1229,  1310,  1311,  1312, 
1313,  1314,  D 1315,  D 1369,  1457,  1534,  1573. 

Illegal  levies,  for  school  purposes,  W.  Va.,  489. 

Illinois:  12, 127,  D 194,  D 195,  295,  326,  440,  D 552, 
D 553,  623,  624,  D 625,  D 626,  D 627,  D 628,  D 629, 
D 630,  736,  810,  811,  812,  813,  D 835,  873,  874,  D 875, 
C08,  1031,  D 1090,  D 1091,  D 1108,  1157,  1227,  D 
1228,  D 1298,  1409,  1458,  320-822,  329-332. 

Immigration,  flowing  into  this  country,  Wis.,  55. 

Improvement  of  live  stock  and  poultry,  Mich.,  1419. 

Inauguration  of  commercial  courses,  Md.,  496. 

Income  from  permanent  school  fund,  Okla.,  400  (3); 
Vt.,  435  (3);  from  school  lands,  Okla.,  402. 

Income  tax,  levied,  Okla.,  447. 

Incorporation  of  academies,  Me.,  494;  of  cities,  S. 
Dak.,  253;  Tenn.,  258;  of  college,  Mich.,  1501;  of 
independent  school  districts,  Tex.,  D 353;  of  pro- 
fessional schools,  Ind.,  1496;  of  university,  Vt., 
1509. 

Increase,  in  number  of  board  members,  Wis.,  280; 
in  rate  of  interest  on  bonds,  Kans.,  561;  of  annual 
tax  levy,  S.  C.,  660;  of  fund  for  agricultural  college, 
Oreg.,  1437;  of  lawful  indebtedness,  Pa.,  589;  of 
number  of  school  inspectors,  111.,  624;  of  state  aid 
for  schools,  Wis.,  491;  of  state  school  tax,  Ala., 
439;  Me.,  443;  Tex.,  448;  of  superintendents’  salary, 
La.,  72;  Me.,  74;  Miss.,  79;  Mont.,  81;  Pa.,  96;  Va., 
107;  of  teachers’  salaries,  Del.,  615. 

Incumbent  of  office  must  be  a taxpayer,  Mich.,  213. 

Indebtedness,  incurred  for  school  purposes,  Mass., 
564,  565,  566,  567;  local,  538-610;  of  joint  districts, 
Cal.,  541;  of  school  districts,  W.  Va.,  606;  of  school 
districts,  divided,  N.  Dak.,  347;  preexisting,  Tex., 
D 597. 

Indemnity  lands,  sale  of,  S.  Dak.,  406;  Mont.,  388. 

Independent  school  districts,  Idaho,  192;  S.  Dak., 
255;  Minn.,  298;  Tex.,  D 353. 

Indian  children,  compulsory  attendance,  N.  C., 
D 1062,  1063;  S.  Dak.,  1072. 

Indiana:  D 13,  D 128,  D 196,  D 197,  419,  420,  441, 
512,  554,  555,  556,  557,  558,  559,  631,  679,  680,  D 681, 
713,  D 714,  750,  765,  D 797,  D 814,  D 836,  D 837, 
857,  876,  922,  934,  935,  976,  987,  988,  D 989,  1092, 
1128,  1129,  1208,  1230,  1459,  1495,  1496,  1497,  D 1515, 
1574,  339-342. 

Indianapolis,  Ind.,  pension  fund  for  teachers,  Ind., 
876. 

Indigent  blind  pupils,  Mich,  1552;  blind  and  deaf 
children  clothed,  N.  C.,  1528;  defective  children, 
instruction  for,  Vt.,  1529;  Del.,  1533;  feeble- 
minded provided  for,  N.  C.,  1561;  pupils,  aid  for, 

63470—09 23 


in  higher  educational  institutions,  Va.,  1348;  care 
of,  Campbell  and  Scott  counties,  Tenn.,  1074;  free 
text-books,  Mo.,  1147  (14);  higher  educational 
institutions,  N.  Mex.,  1332. 

Individuals,  private,  make  land  grant,  Ga.,  1407. 

Indorsement  of  teachers  certificates  granted  by 
other  States.  See  Teachers’  certificates,  indorse- 
ment. 

Industrial  and  manual  training,  1176-1181. 

Industrial  and  technical  schools,  15. 

Industrial  education  ( see  also  Manual  training, 
Domestic  economy,  Agriculture,  Trade  schools, 
etc.);  appropriation,  industrial  institute  and  col- 
lege, Miss.,  1322;  city  schools,  N.  J.,  1286;  city 
technical  schools,  Wis.,  1294;  city  trade  schools, 
Wis.,  1293;  commission  on,  Mass.,  24;  county 
agricultural  schools,  Miss.,  1282;  Wis.,  1295;  creat- 
ing system  of,  Okla.,  1291;  dependent  and  delin- 
quent children,  Colo.,  1571;  Del.,  1572;  Ind.,  1574; 
Me.,  1582, 1583;  Mass.,  1584,  1584  (a);  N.  H.,  1593; 
Ohio,  1598;  S.  Dak.,  1602;  Vt.,  1605;  Wis.,  1608; 
establishing  county  schools  of  agriculture  and 
mechanic  arts,  Mich.,  1281;  establishing  institution 
for  girls,  Okla.,  1292;  establishing  mining  trade 
school,  Wis.,  1296;  North  Dakota  Academy  of 
Science,  N.  Dak.,  1289;  recommending  congres- 
sional appropriations,  Ga.,  1276;  secondary 
schools,  Ga.,  1277;  state  commission,  Md.,  1278; 
Mass.,  1219,  1278;  N.  J.,  1284;  Okla.,  1291;  state 
normal  school,  N.  Dak.,  915;  textile  schools, 
Mass.,  1279;  trade  schools  in  cities,  N.  Y.,  1287; 
transfer  of  pupils,  Mass.,  1280;  women,  establish- 
ing schools,  Va.,  919. 

Ineligibility,  of  justices  of  the  peace,  Tenn.,  163. 

Injunction,  against  removal,  La.,  D 205. 

Inquiry,  into  conditions  of  common  schools,  Conn., 

8. 

Insane,  provided  for,  Mich.,  27  (15). 

I Inspection,  board  of,  for  schoolhouses,  N.  Dak.,  707; 

! medical,  1120-1125  (see  also  Medical  inspection); 
of  schoolhouses,  713-731;  by  state  inspectors  of 
health,  Mass.,  719;  county  board  providing  for, 
N.  Dak.,  707. 

Inspector  of  accredited  schools,  Wash.,  113;  of  books, 
accounts,  bills,  etc.,  Minn.,  219;  of  day  schools  for 
the  deaf,  Wis.,  1557. 

Inspectors,  medical  (see  Medical  inspection,  in- 
spectors); school,  a body  corporate,  Mich.,  D 215; 
schools,  number  of,  111.,  624. 

Inspectors’  institutes,  annual,  Wash.,  1448. 

Institute  attendance,  teachers  need  not  make  up 
time,  Idaho,  193. 

Institutes,  farmers’, 1205-1212;  teachers  (see  Teachers’ 
institutes);  teachers’,  summer  schools,  928-946. 

Institution,  for  the  feeble-minded,  N.  Dak.,  1561; 
for  defectives,  Mich.,  27  (15);  in  agricultural  col- 
lege free  to  residents  of  state,  Utah,  1442;  in  col- 
lege of  agriculture  increased,  111.,  1409;  in  elements 
of  agriculture,  Mass.,  1399;  of  deaf,  blind,  idiotic 
children  of  indigent  parents,  Vt.,  1529, 1530;  sec- 
tarian, N.  Y.,  313-816;  Tex.,  316-320;  subject-mat- 
ter of,  1155-1185. 

Instructor  of  adult  indigent  blind  persons,  Del., 
1548. 

Interest,  of  school  fund,  N.  Dak.,  371;  Mass.,  422; 
rate  of,  on  sale  contracts,  Nebr.,  389. 

Interest-bearing  evidence  of  indebtedness  not  to  be 
issued,  Ark.,  D 540. 

Interference,  by  court,  Iowa,  D 16. 

Intoxicating  liquors,  illegal  sale  in  prohibited  school 
districts,  Ga.,  735;  Tenn.,  D 747;  Nashville,  Tenn., 
prohibiting  sale  in  certain  areas,  Tenn.,  746;  penal- 
ties for  sale  to  pupils,  Ariz.,  732;  prohibiting  sale 
near  schools,  Ark.,  1363;  Conn.,  734;  111.,  736;  La., 
738,  739;  Oreg.,  742;  R.  I.,  743;  S.  Dak.,  744,  745. 

Intrusion,  into  office  suit,  La.,  D 205. 

Investigation,  of  arid  land,  Utah,  1443;  of  charges, 
Ohio,  92;  of  oyster  propagation,  N.  J.,  1425;  of  the 
school  system,  Ky.,  20;  Pa.,  48. 

Investment,  of  school  funds,  Minn.,  423;  N.  Dak., 
428;  Okla.,  431;  Vt.,435(2);  Wash.,  437;  of  school 
moneys  derived  from  sale  of  lands,  N.  Mex.,  393; 
of  school  moneys  in  securities,  S.  Dak.,  529;  ol 
school  moneys  in  state  bonds,  Minn.,  522;  of  per- 
manent trust  funds,  Minn.,  77. 


354 


STATE  SCHOOL  SYSTEMS: 


•EGISLATION,  ETC.,  1906-8. 


[Figures  in  italics  refer  to  pages 

Iowa:  14,  D 15,  D 16,  69,  70,  D 129,  D 130,  198,  327, 
328,  D 329,  383,  560,  682,  D 683,  766,  767,  798,  815, 
D 990,  1032,  D 1093,  1231,  D 1232,  1316,  1410,  1498, 
1516,  1611. 

Irreducible  school  fund,  Oreg.,  433.  See  also  Funds; 
School  fund. 

Irrigation  and  dry  farming  experiment  station, 
N.  Dak.,  1433. 

Islands  in  navigable  streams,  Ivans.,  385. 

Issuance  of  certificate  to  treasurer  to  pay  bills, 
Wash.,  536. 

Issue  of  deeds  for  right  of  way,  N.  Dak.,  394;  of  dis- 
trict school  bonds,  Cal.,  D 542;  Conn.,  543,  545, 
546,  547;  Del.,  548. 

Items,  specified  for  report,  N.  Dak.,  91. 


J. 

Janitors,  control  of,  by  school  committee,  Worces- 
ter, Mass.,  719a;  of schoolho uses,  Mass.,  209;  N.Y., 
229  (2);  salaries,  educational  funds,  Ky.,  D 715; 
Ind.,  713. 

Joint  school  committees,  Me.,  466. 

Joint  school  districts,  custodians  of,  N.  J.,  526.  Sec 
also  Union  school  districts. 

Joint  standing  committee  on  education.  Conn.,  8. 
Joint  subdistricts,  abolished,  Ohio,  348. 

Judges  of  judicial  circuit  to  appoint  the  board,  Wis., 
D 287. 

Jurisdiction,  of  commissioner  of  education,  N.  Y., 
D 88;  of  State  departments  of  education,  N.  Y., 
299-306;  of  supreme  court,  Okla.,  372. 

Justices  of  the  peace  ineligibility,  Tenn.,  163. 
Juvenile  courts,  Ala.,  1563;  Ariz.,  1564;  Ark.,  1565; 
Colo.,  1569, 1570, 1610;  Kans.,  1575;  La.,  1580, 1581; 
Minn.,  1587;  Mo.,  1589;  Mont.,  1591;  Nebr.,  1614; 
Oreg.,  1600;  Tenn.,  1603;  Utah,  1604. 


K. 


Kansas:  D 17,  D 18,  71,  131,  132,  199,  200,  330,  331, 
332,  333,  D 334,  384,  385,  421,  561,  562,  563,  632,  633, 
751,  756,  768,  789,  816,  991,  992, 1033,  1094, 1103, 1130, 
1165,  1191,  1233,  1234,  1235,  D 1236,  D 1237,  D 1238, 
1317,  1411,  1460,  1575. 

Kentucky:  19, 20,  D 21,  D 22, 133,  D 201,  D 365, 465, 
634,  D 635,  D 684,  D 715,  D 716,  769,  909,  1034,  1035, 
D 1174,  1239,  1370,  1397,  D 1398,  1461,  1499,  1576, 
1577,  1578. 

Kindergartens,  1190-1193;  authorizing  establish- 
ment, Kans.,  1191;  Tex.,  1192;  held  to  be  primary 
school,  Cal.,  D 457;  nonparticipation  in  appor- 
tionment state  school  funds,  Cal.,  D 1190;  Kans., 
1191;  Tex.,  1192;  part  of  common  schools,  Cal., 
D 457;  status  of,  Cal.,  310-313;  teachers’  certifi- 
cates, Vt.,  791;  certificates,  Wis.,  795,  796;  train- 
ing schools,  certificates  to  graduates,  Wis.,  795, 
796. 

L. 


Labor  Day,  declared  legal  holiday,  Okla.,  981;  S. 
Dak.,  982. 

Lack  of  pupils,  close  of  school,  Mass.,  D 26. 

Land-grant  colleges.  See  Agricultural  and  mechan- 
ical colleges. 

Land  office,  commissioner  of,  N.  Mex.,  393. 

Land  patents,  reviewable  by  court,  Oreg.,  D 404; 
S.  Dak.,  408. 

Lands,  agricultural  college,  forest  reserve,  Mich., 
1319;  belonging  to  churches  or  schools,  can  not  be 
condemned.  Pa.,  246;  distribution  of  income 
among  educational  institutions,  Okla.,  1340;  ex- 
periment stations,  S.  Dak.,  1342,  1343;  given  by 
private  individuals,  Mich.,  27  (11);  Ga.,  1407; 
Girls’  Industrial  School,  Ala.,  1303;  normal 
schools,  inviolability  of  funds  arising  from,  Mont., 
D 1326,  D 1327;  reserved  for  higher  education, 
Okla.,  400(5);  State  Agricultural  College,  Colo., 
1305;  State  university,  sale  of,  Ala.,  1357;  Okla., 
1382;  Tempe  Normal  School,  Ariz.,  1304;  without 
heirs,  escheat  to  the  state,  Mich.,  27  (12). 

Lapsed  school  districts,  Cal.,  508. 


; others  to  enactment  numbers.] 

Law,  department  of,  state  university,  abolishing 
fees,  Wis.,  1391;  state  university,  establishing, 
Ky.,  1370. 

Laws  of  school  maintenance  extended,  Vt.,  357. 

Laying  off  counties  in  school  districts,  Ga.,  D 621. 

Lease  of  land  for  oil  and  gas,  Okla.,  402. 

Leases,  made  by  commissioner  of  land  office,  Okla., 
401. 

Leasing  public  lands,  N.  Mex.,  393;  La.,  386. 

Lectures,  in  office  of  superintendent,  Wis.,  114: 
public,  1201-1204. 

Legacies,  gifts  and  bequests,  taxed,  Okla.,  446. 

Legal  right  to  separate  schools,  Okla.,  D 45. 

Legalizing  school  bonds,  Minn.,  D 574;  N.  Y.,  582. 

Legislation  for  the  welfare  of  schools,  Pa.,  47;  on 
education,  bibliography,  16;  reviews  of,  16;  spe- 
cial, Wis.,  D 288. 

Legislature,  authorized  to  make  appropriation  for 
normal  schools,  Ky.,  1398;  can  create  special 
school  districts,  N.  C.,  D 651;  inherent  power  of, 
Tex.,  D 597;  no  power  to  compel  pay  for  high 
school  attendance,  Iowa,  D 15;  obliged  to  main- 
tain certain  educational  institutions,  Mich.,  27 
(10);  to  designate  college  as  recipient  of  land  grant, 
Fla.,  D 363. 

Length  of  school  term,  Ariz.,  612.  See  School  term. 

Length  of  service,  to  determine  salary,  N.  Y.,  229  (8). 

Levy  of  taxes,  by  board  of  education,  Ohio,  D 38; 
Wyo.,  289;  for  payment  of  bond  interest,  Kans., 
633. 

Liability  for  indebtedness  proportional,  Cal.,  541; 
for  losses  in  investments,  Minn.,  522. 

Libraries,  for  school  districts,  allowed,  Mich.,  639; 
for  schools  in  rural  districts,  Va.,  1526;  public 
school,  16, 1514-1527;  Cal.,  1127;  appropriation  for, 
Wis.,  114. 

Libraries  and  equipment  of  high  schools,  N.  Dak., 
500. 

Library  fund  provided  for,  Nebr.,  1517. 

Library  privileges  for  city,  village,  and  special  school 
districts,  Ohio.,  1520. 

Licenses,  of  exhibitions,  exemption,  Mass.,  25; 
teachers’,  Ind.,  339-342. 

Life  certificates.  See  Teachers’  certificates,  life. 

Lighting,  heating,  and  ventilation  of  schoolhouses, 
N.  Dak.,  707. 

Limit  of  tax  levy,  Kans.,  633;  Tex.,  664;  constitu- 
tional, Fla.,  D 617;  maximum,  Tex.,  662;  Fla., 
D 617;  raised,  Minn.,  641;  removed,  La.,  636; 
Mich.,  640. 

Limit  set  in  founder’s  will,  Colo.,  1493. 

Limitation,  as  to  maximum  salary  of  professors 
removed,  Ohio,  1435;  of  act  regarding  rural 
schools,  Minn.,  468;  of  bond  issues,  Nebr.,  576, 
N.  J.,  578;  of  indebtedness,  Okla.,  585;  Wash.,  602. 

Limits,  territorial,  of  school  district,  Cal.,  D 320. 

Lincoln’s  birthday,  declared  legal  holiday,  Ind., 
976;  S.  Dak.,  982. 

Lines  of  municipality  coextensive  with  school 
district,  N.  J.,  343. 

Liquor  selling,  a violation  of  code,  Iowa,  D 329. 

Liquors,  intoxicating,  on  trains,  N.  Mex.,  426. 

Literary  funds.  See  Funds,  tuition. 

Litigation  on  part  of  railroad  companies,  N.  J.,  472. 

Live  stock  and  poultry,  experiment  with,  Mich., 
1419. 

Loans  from  the  school  fund,  Cal.,  417  (a);  Ind.,  420; 
of  school  district,  limits  of,  Wis.,  610. 

Local  bonds  and  indebtedness,  538-610. 

Local  finance,  school  support,  14,  508-537. 

Local  school  taxes,  maximum,  N.  J.,  648. 

Local  school  districts,  taxlevies,  W.  Va.,  671;  Wash. 
669,  670;  Utah,  665;  Wis.,  673. 

Local  tax  district  schools,  Ga.,  618,  D 620. 

Local  taxation,  basis  of  state  aid,  S.  C.,  501;  for 
school  purposes,  611-D  675;  for  school  purposes, 
C,a.,  D 191,  322,  D 324. 

Location,  of  public  lands,  expenses  for,  N.  Mex., 
392;  of  schools,  Ala.,  D 118. 

Louisiana:  23,  72,  73,  202,  203,  204,  D 205,  386,  387, 
D 442,  515,  636,  D 637,  717,  737,  738,  739,  817,  818, 
838,  877,  953,  1036,  1121,  1131,  1132,  1209,  1318,  1371, 
1412,  1413,  1535,  1549,  1579,  1580,  1581.  State 
University  and  Agricultural  and  Mechanical 
College,  diplomas  and  degrees,  La.,  817;  fees, 
La.,  1371;  retiring  allowance,  Carnegie  founda- 
tion, La.,  877. 


INDEX. 


355 


[Figures  in  italics  refer  to  pages 

M. 


McMichael  school  law,  Ga.,  Dll. 

Maine:  74,  206,  207,  208,  443,  466,  494,  495,  638,  718, 
752,  922  a,  977,  993,  1166,  1240,  1241,  1278,  1462,  1500, 
1550,  1559,  1582,  1583. 

Maintenance,  of  private  schools,  Okla.,  44;  of  public 
schools,  Tenn.,  D 260;  of  schools  for  white  and 
negro  races,  Ky.,  D 21;  of  schools,  cost  of  within 
tax  levy,  Tex.,  D 664;  of  schools  for  the  year,  La., 
D 637. 

Majority  vote,  must  apply  for  special  tax,  Tex.,  663; 
required  for  annexation,  Okla.,  350. 

Management,  of  agricultural  schools,  Ala.,  1402;  of 
public  lands,  Oreg.,  403;  of  public  schools,  Term., 
256,  308;  Ga.,  D 551;  of  schools  derived  from  law, 
Ala.,  D 2;  of  schools,  regulations,  N.  Y.,  D 87;  of 
state  lands,  Wash.,  417. 

Mandamus  against  school  board,  Wis.,  D 286. 

Maimer,  of  electing  school  officers.  Pa.,  304;  of  levy- 
ing taxes,  Va.,  358;  W.  Va.,  489;  of  selecting  pres- 
ident of  board,  Okla.,  1436. 

Manual  training,  county  schools,  Mich.,  1281;  high 
schools,  Wis.,  1181;  in  every  congressional  dis- 
trict, Va.,  107;  instruction,  Cal.,  1177;  prepara- 
tion of  teachers,  N.  Dak.,  915;  summer  courses, 
N.  J.,  939;  urging  passage  of  the  Burkett- Pollard 
bill,  Utah,  1179. 

Manual  and  industrial  training,  1176-1181. 

Marriage  of  teachers,  New  York  City,  N.  Y.,  D 847; 
female,  vacates  contract,  La.,  838. 

Maryland:  D 75,  467,  467  (a),  496,  819,  D 839,  858, 
1141. 

Massachusetts:  24,  25,  D 26,  76,  209,  210,  210  a,  D 
335,  422,  497,  564,  565,  566,  567,  578,  685,  686,  719, 
719  a,  840,  878,  879,  880,  910,  994,  995,  D 996,  D 997, 
D 998,  D 999,  1037,  D 1038,  1109,  1110,  D 1111,  1122, 
1123,  1124,  1170,  1197,  1197  (a),  1197  (b),  1242,  1243, 
1280,  1399,  1414,  1415,  1415  (a),  1551,  1558,  1560, 
1584,  1584  (a),  1612,  3{2-3U. 

Maximum,  age  for  admission  to  school  for  the  blind, 
N.  Mex.,  1555;  amount  of  state  aid,  N.  Dak.,  500; 
limit  of  bond  issue,  Conn.,  547;  Minn.,  570;  Tenn., 
594;  N.  Dak.,  584;  Utah,  598;  W.  Va.,  605;  limit 
of  school  tax  raised,  Minn.,  641;  salary,  increased, 
Conn.,  65;  school  tax,  Ark.,  613;  Miss.,  642,  643, 
Okla.,  654;  Tex.,  662;  school  tax  increased,  Mont., 
644;  N.  J.,  648;  special  tax  levy,  Idaho,  622;  tax 
rate,  Utah,  449. 

Mayor,  city,  appoints  board  of  education.  Cal.,  185. 

Measures  to  be  voted  on,  Tex.,  D 309. 

Medical  college,  establishing  at  state  university, 
Ky.,  1370,  Wis.,  1392;  state,  appropriation,  Ala., 
1358. 

Medical  inspection,  1120-1125;  contagious  diseases, 
Conn.,  1120  (5);  expenditures,  Mass.,  1124;  nurses, 
Conn.,  1120  (6);  Mass.,  1123;  sight  and  hearing, 
Conn., 1120  (4);  La.,  1121  ;Va.,  1125;  state  aid,  Mass., 
1122;  towns  and  districts,  Conn.,  1120;  examina- 
tion of  retired  teachers,  Utah,  895  (12). 

Meetings,  annual  school,  Ark.,  613;  for  school  elec- 
tion, Del.,  292;  of  board,  compensation  for,  Ohio, 
239;  of  directors,  Wash.,  179;  of  school  examiners, 
N.  Y.,D  33. 

Members,  of  county  board,  N.  C.,  147;  of  county 
board,  appointed,  Tenn.,  165;  of  educational  com- 
mission, 111.,  12;  Ky.,  20;  of  school  commission, 
number,  Vt.,  267;  of  state  board  of  agriculture, 
Mich.,  27  (8);  of  state  board  of  education,  Mich., 
27(6). 

Merchants,  excepted  from  law  of  pecuniary  interest 
in  supplies,  Va.,  51. 

Method,  equitable,  of  apportionment.  Pa. , 480;  of  ap- 
portionment of  school  moneys,  Nev.,  29;  of  assess- 
ing taxes  antagonistic  to  constitution,  Ga.,  D 619; 
of  bond  issuance,  Minn.,  572;  of  citation  in  this 
work,  16;  of  classification  and  arrangement,  IS; 
of  creating  educational  commission,  111.,  12;  Ky., 
20;  of  changing  district  lines,  Ala.,  314;  of  paying 
expenses,  Colo.,  1403;  of  paying  school  revenues, 
Ariz.,  455;  of  payment  of  bonds,  Del.,  550;  of  pre- 
sentation, 12. 

Michigan:  27  (1-15),  134,  135,  211,  212,  213,  214, 
D 215,  D 216,  296,  297,  517,  518,  519,  569,  639,  640, 
D 687,  799,  800,  820, 841,  D 842,  955, 1039, 1040, 1041, 
D 1042, 1043, 1044,  1281, 1299, 1319, 1320, 1416, 1417, 
1418, 1419, 1501, 1502, 1536, 1552, 1585, 1586. 


; others  to  enactment  numbers.] 

Mileage,  of  members  of  state  board,  Okla.,  94;  paid 
to  county  superintendents,  Wash.,  110. 

Military,  department  of  university,  Mo.,  1484;  or- 
ganizations, Vt.,  1487;  schools,  1483-1487;  science 
taught,  Tenn.,  1486;  Vt.,  1487;  tactics  taught  at 
college,  Fla.,  D 1483. 

Milwaukee,  Wis.,  teachers’  pensions,  Wis.,  897. 

Mineral-bearing  school  lands,  Tex.,  411. 

Mineral  industries  fostered,  N.  Dak.,  1480. 

Minimum,  expenditure  for  schools,  La.,  D 637;  ex- 
penditures of  district  school  moneys,  Vt.,  531; 
salary  for  teachers  ( see  Teachers,  salary,  mini- 
mum); salary,  monthly,  W.  Va.,  277,  489;  school 
term,  Md.,  467  (a);  of  state  levy,  Wash.,  451;  tax 
levy,  Ky.,  634. 

Mining  schools,  1480-1482. 

Mining  and  metallurgy  taught,  Okla.,  1481. 

Minnesota:  77,  78,  136,  137,  138,  139,  218,  219,  220 
221,  D 222,  298,  336,  337,  338,  423,  424,  468,  520,  521, 
522,  570,  571,  572,  573,  D 574,  641,  688,  689,  740,  936, 
978,  1000,  1045,  1046,  1095,  1096,  1321,  1372,  1373, 
1373  (a),  1374, 1375,  1420,  1463, 1503, 1537,  1587, 1588, 
1613. 

Minors,  billiard  halls  and  bowling  alleys,  N.  Dak., 
1065;  penalties  for  sale  of  liquors  to,  Ariz.,  732;  pro- 
hibited admittance  to  bowling  alleys,  Mich.,  1040; 
prohibiting  certain  places,  N.  J.,  1053;  tobacco,  use 
prohibited,  Minn.,  1096;  Wis.,  1100. 

Mississippi:  79,  498,  642,  643,  770,  771,  D 772,  1047, 
1282,  1283,  1322,  1323,  1324,  1376. 

Missouri:  140,  223,  339,  523,  D 741,  843,  970,  1001, 
1002,  1048,  1049,  D 1133,  1147,  1325,  1484,  1553,  1589. 

Mode,  of  election  of  alumni  representatives  on  board 
of  trustees.  Conn.,  1405;  of  government  of  Toledo 
University,  Ohio,  D 38. 

Model  farm  and  experiment  station,  Tenn.,  1441. 

Model  schools,  attendance,  reports,  funds,  Wash., 
920;  buildings,  Conn.,  905;  establishing,  Oreg.,  917; 
Wash.,  920;  state  normal  schools,  Oreg.,  917. 

Modification,  of  boundaries  of  school  districts,  G a., 
322;  of  constitution  of  board  of  trustees,  Ala.,  1531. 

Moneys,  for  the  benefit  of  sects,  Tex.,  D 377;  school, 
administered  by  board,  N.  Y.,  229  (4);  school, 
wrongfully  converted,  N.  .T.,  524. 

Montana:  D 28,  80,  81,  142,  D 299,  340,  366,  388,  575, 
644,  801,  937,  956,  957,  1050,  1148,  1158,  1182,  1244, 
D 1245,  D 1326,  D1327,  1464,  1590,  1591. 

Month,  school.  See  School  month. 

Moral  education,  1174-1176. 

Mortgages,  first,  investment  of  school  funds,  Okla.r 
400  (6);  of  real  property  of  school  districts,  Ark., 
D 539. 

Municipal  boards  and  their  officers,  182-289. 

Municipal  corporation  shall  not  contract  debts, 
N.  C.,  D 583. 

Municipalities,  borrow  money  for  school  purposes, 
N.  J.,  580. 

Municipality  and  school  district  coextensive,  N.  J., 
343. 

N. 

National  forest  reserve  fund,  Cal.,  362;  Fla.,  D 363; 
Mont.,  366;  Nebr.,  367;  Nev.,  369;  Oreg.,  374;  S.  C., 
375;  Wash.,  380;  Wis.,  381. 

Nature  of  public  schools,  Pa.,  247. 

Nature  study,  instruction,  Cal.,  1177. 

Nebraska:  300,  341,  342,  367,  D 368,  389,  390,  391, 
425,  444,  469,  576,  645,  690,  773,  821,  911,  922  (b),  923, 
938, 1003, 1051, 1052, 1246, 1247, 1328,  D 1329,  D 1330, 
1377,  1378,  1465,  1517,  1614. 

Neglect  of  duty,  penalties  for,  Vt.,  266. 

Negro,  and  white  races  not  in  same  schools,  Ky., 
D 21;  agricultural  and  mechanical  college  fund, 
increasing  proportion,  N.  J.,  1285;  normal  schools, 
N.  C.,  913;  state  aid  to  normal  school,  Md.,  909  (a). 

Nepotism  in  employment  of  teachers  prohibited, 
Ark.  1547. 

Nevada:  29 j 82,  143,  224,  369,  445,  470,  577,  741,  774, 
1149,  1248,  1379,  1421,  1466,  1538. 

New  Hampshire:  225,  471,  646, 647, 979, 1004,  D 1005, 
1183, 1249,  D 1250,  D 1251,  D 1252, 1504, 1593. 

New  Jersey:  30,  D 31,  83,  D 84, 144,  226,  227,  D 228, 
343,  344,  370,  472,  524,  525,  526,  578,  579,  580,  648, 
691,  D 692,  881,  882,  939,  958,  980,  1006,  1007,  1008, 
D 1009,  1053,  1054,  1167,  1184,  1186,  1196,  1198,  1284, 
1285,  1286,  1422,  1423,  1424,  1425,  1505,  1554,  1594, 
1615. 


356  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


[Figures  in  italics  refer  to  pages  ; others  to  enactment  numbers. 


New  Mexico:  32,  393,  426,  859, 1331, 1332, 1467, 1555. 

New  Orleans,  La.,  enumeration  of  defective  chil- 
dren, La.,  953;  permanent  tenure  of  teachers,  La., 
838. 

New  York:  D 33,  D 34,  86,  D 87,  D 88,  D 229,  230, 
231,  232,  D 233,  345,  473,  581,  582,  693,  694,  695, 
I)  775,  D 776,  D 845,  D 846,  D 847,  D 848,  D 849, 
860,  D 861,  883,  884,  885,  886,  887,  888,  959,  1055, 
1056,  1057,  1058,  D 1112,  1142,  1253,  1287,  1426,  1427, 
1428,  1595,  299-306,  313-316,  321-326. 

New  York  City,  certificates,  N.  Y.,  D 775;  dismissal 
of  teachers,  N.  Y.,  D 845,  D 846,  D 847,  D 848; 
establishment  and  maintenance  of  educational  in- 
stitutions, N.  Y.,  695;  salaries  of  teachers,  N.  Y., 
D 861;  status  of  evening-school  teachers,  N.  Y., 
D 849;  teachers’  pensions,  N.  Y.,  884. 

Newport,  R.  I.,  use  of  public-school  fund  for  erec- 
tion of  schoolhouses,  R.  I.,  699. 

Nomination  of  county  officers,  Fla.,  190. 

Nonpayment  of  taxes,  Ohio,  398. 

Nonresident  students  at  academies,  Me.,  495. 

Nonresidents,  admitted  to  school  for  the  deaf,  N.  C., 
1539;  to  attend  high  schools,  Wis.,  D 381. 

Normal  and  training  school,  county  and  local,  922- 
927. 

Normal  department  of  university  discontinued, 
Ky.,  1397. 

Normal  institute,  summer,  Va.,  107. 

Normal  schools,  1395-1401;  county,  Wis.,  927; 
county,  bonds  for,  legal,  N.  C.,  D 924;  state, 
Fla.,  D 906;  agricultural  and  industrial  education, 
Okla.,  1291(6);  agricultural  education,  Mass.,  910; 
appropriation  for  buildings,  Conn.,  905;  boards, 
Oreg.,  917;  appropriation,  Tenn.,  898  (b);  author- 
izing cities  to  establish,  Ohio,  1187;  buildings, 
appropriation,  Wis.,  921;  course  of  study,  N. 
Dak.,  914;  course  of  study,  Oreg.,  917;  creating 
general  board,  Oreg.,  917;  Eastern  Illinois, 
power  to  confer  degrees,  111.,  811:  elementary 
agriculture,  Okla.,  1291  (6);  entrance  require- 
ments, Nebr.,  911;  establishing,  Ala.,  901,  902; 
establishing,  Ark.,  903;  Va.,  919;  N.  Dak.,  916; 
fixed  appropriations,  Iowa,  1316;  for  negroes, 
Md.,  909  (a);  N.  C.,  913;  increasing  appropria- 
tions, Ala.,  900;  investigating  commission,  Vt., 
918;  junior,  increasing  number,  Nebr.,  922  (b); 
land  funds,  Mont.,  D 1326,  D 1327;  manual 
training,  N.  Dak.,  915;  model  schools,  Oreg.,  917; 
post-graduate  diplomas,  Ind  , D 814:  power  to 
confer  degrees,  111.,  812,  813;  summer  sessions, 
Minn.,  936;  system  of,  Ky.,  909;  teachers’  certifi- 
cates, validating  diplomas,  Nebr.,  821;  tempo- 
rary certificates  to  graduates  of,  Utah,  824;  trans- 
fer of  funds,  Cal.,  904;  trustees,  Ala.,  899;  validat- 
ing diplomas,  W.  Va.,  827. 

Normal  university,  power  toconfer  degrees,  111.,  810. 

North  Carolina:  147, 148, 149, 234, 499,  D 583,  650, 
D 651,  D 652,  720,  777,  778,  850,  862,  863,  912,  913, 
D 924,  960,  1059,  1060,  1061,  D 1062,  1063,  D 1101, 
D 1113,  1150,  1168,  1171, 1254,  1255, 1380, 1429, 1468, 
1489, 1518, 1528, 1539, 1556, 1598,  322-324. 

North  Dakota:  35, 36,  89,  90,  91, 151, 152,  235,  346, 
347,  371,  394,  395, 396, 397,  428,  429,  430,  474,  475,  500, 
507,  584,  696, 697,  707, 802,  851,  864,  914,  915,  916,  940, 
961,  971,  1064,  1065,  1114,  1288,  1289,  1333,  1334, 
1335,  1336,  1337,  1400,  1401,  1430,  1431,  1432,  1433, 
1434,  1480,  1519,  1561. 

Northern  Illinois  State  Normal  School,  power  to 
confer  degrees,  111.,  812. 

Notice,  given  of  intention  to  pass  an  act,  Tex., 
D 354;  of  meetings  for  election,  Ala.,  290;  Conn., 
291. 

Nullification  of  land  contracts,  Ohio,  398. 

Number  of  members  of  school  board,  Conn.,  189. 

Nursery  for  forest  seedlings,  Vt.,  1444. 

O. 

Objects,  of  gifts  for  education,  Mich.,  27  (11). 

Obligations,  restrictions  of,  Ohio,  242. 

Occupation  of  the  blind  conducive  to  self-support, 
Me.,  1550. 

Offense,  to  appoint  a relative,  Okla.,  43. 

Office,  of  clerk,  declared  vacant,  Minn.,  221;  of 
county  superintendent,  creative,  Ark.,  120;  va- 
cant, when  incumbent  is  not  a taxpayer,  Mich., 
213. 


Officers,  of  board  of  education,  N.  Y.,229;  of  board 
of  regents,  Mich.,  27  (5);  of  county  boards,  116- 
181;  of  district  boards,  182-289;  of  municipal 
boards,  182-289;  of  state  boards,  58-115;  of  town- 
ship boards,  182-289. 

Officials,  school,  not  to  act  as  agents,  La.,  23;  not  to 
sell  supplies,  La.,  23. 

Ohio:  37,  D 38,  D 39,  D 40,  D 41,  92, 153, 154,236,237, 
238,  239,  240,  241,  242,  D 243,  D 244,  301,  348,  349, 

398,  476,  528,  653,  721,  779,  780,  822,  D 852,  865,  866, 
867,  D 868,  D 889,  D 890,  D 891,  941,  947,  962,  972, 
1010,  1011,  1012,  D 1013,  1066,  D 1067,  1097,  1105, 
D 1115, 1134,1187, 1256,1290,  D 1381,1435,1470, 1506, 
1520,  1540,  1597,  1598. 

Oil  and  gas  purposes,  lease  of  land,  Okla.,  402. 

Oklahoma:  42,  43,  44,  D 45,  93,  94,  245,  302,  350,  373, 

399,  400,  401,  402,  431,  432,  446,  447,  477,  478,  585,  654, 
722,  803,  942,  981,  1068,  1151,  1210,  1291,  1292,  1300, 
1338,  1339,  1340, 1382,  1383,  D 1384,  1436,  1471, 1481, 
1541,  1599. 

Opening  school  with  prayer,  Ky.,  D 365. 

Operations,  uniform  throughout  the  State,  Ohio, 
D 39'  Ga  D 323 

Ordinance  of  1787,  quoted,  Mich.,  27  (1). 

Ordnance  and  ordnance  stores,  S.  C.,  1485. 

Oregon:  46,  95, 155, 156,  D 303,  351,  374,  403,  D 404, 
433,  479,  655,  656,  742,  753,  917,  973,  1069,  1116,  1199, 
1257,  1258,  1341,  1437,  1600. 

Organization,  of  board  of  agriculture,  Okla.,  1436; 
of  common  schools,  Ohio.,  D 40;  of  common 
schools,  county  the  unit,  Ky.,  133;  of  incorporated 
communities,  Va.,  358;  of  independent  school  dis- 
trict, Idaho,  192;  of  school  districts,  S.  Dak.,  100; 
Minn.,  520. 

Orphan  asylums,  state,  providing  text-books  for, 
Cal.,  1568. 

Orphans,  indigent,  house  erected  for,  Pa.,  1507. 

Overpayment  of  taxes,  W.  Va.,  452. 

Oyster  propagation,  investigation  of,  N.  J.,  1425. 


P. 


Parental  school,  Cal.,  1023;  Baltimore  city  and 
Alleghany  County,  Md.,  1611a;  establishment,  St. 
Louis,  Mo.,  1049;  site  and  building  for,  Wis.,  608. 

Parents,  compensation  for  transportation  of  chil- 
dren, Kans.,  992;  fees  from  district  not  maintaining 
high  schools,  N.  H.,  1249,  D 1250,  D 1251,  D 1252; 
not  required  to  transport  pupils,  N.  H.,  1005; 
payment  for  transportation,  Wis.,  1019;  right  to 
vote  in  district  to  which  children  are  transferred, 
Nebr.,  1003;  widowed  dependent  mothers  of 
children  subject  to  compulsory  act,  Okla.,  1068. 

Parish,  board,  may  donate  lands,  La., 202;  superin- 
tendent, eligibility,  La.,  203. 

Part  of  endowed  fund  not  taxed,  Iowa,  1498. 

Partially  depopulated  school  districts,  Kans.,  332. 

Patriots’  Day,  declared  legal  holiday,  Me.,  977. 

Pay  for  hire  of  convicts,  S.  C.,  1439. 

Payment,  of  bonded  indebtedness.  Wash.,  604;  W. 
Va.,  606;  of  damages  for  sheep  killed,  Mich.,  517, 
519;  of  debts  of  joint  districts,  Conn.,  544;  of  ex- 
penses, method  of,  Col.,  1403;  of  expenses  of 
school  directors,  Pa.,  157;  of  fixed  charges  from 
forest-reserve  fund,  Pa.,  375;  of  floating  indebted- 
ness, Kans.,  632;  of  teachers’  salaries,  N.  Mex.,  32; 
of  teachers’  salaries,  increase  in  tax  levy  for,  Utah, 
665;  of  treasurers’  commissions,  Va.,  533. 

Penalties,  for  keeping  blind  and  deaf  from  school, 
N.  C.,  1556;  for  neglect  of  duty,  Vt.,  266;  for  teach- 
ers violating  act  prescribing  separate  schools, 
Okla.,  44;  for  violation  of  compulsory-attendance 
act,  Wis.,  1546;  for  violating  rules  of  quarantine, 
Va.,  1446. 

Penalty,  for  failure  to  deliver  property,  Wash.,  275; 
for  failure  to  make  statement  of  receipts,  Va.,  176; 
for  failure  to  report,  Va.,  271;  for  injury  to  public 
land,  Ala.,  403;  for  withholding  money  from 
counties,  Okla.,  372. 

Penitentiary  transferred  to  use  of  agricultural  col- 
lege, Wyo.,  1449. 

Pennsylvania:  47,  48,  D 49,  96,  97,  157,  246,  247, 
248,  304,  305,  375,  480,  481,  586.  587,  688,  589,723, 
I)  724,  869,  D 870,  892,  943,  948,  1014,  1070,  1071, 
D 1117,  D 1118,  1259,  1260,  1472,  1507,  1521,  1522, 
326-329,  336-338. 


INDEX. 


357 


L Figures  in  italics  refer  to  pages;  others  to  enactment  numbers.] 


Pensions  for  teachers,  872-897  (see  also  Teachers’ 
pensions):  local,  Schenectady,  N.  Y.,  885,  887; 
Albany,  N.  Y.,  886;  Watervliet,  N.  Y.,  888;  Char- 
leston, S.  C.,  894;  Chicago,  111.,  873,  874,  D 875; 
Indianapolis,  Ind.,  876;  Baltimore,  Md.,  877a; 
Boston,  Mass.,  880;  Elmira,  N.  Y.,  883;  New 
York,  N.  Y.,  884;  state,  Conn.,  872;  Md.,  877b; 
Mass.,  879;  N.  J.,  881,  882;  Ohio,  D 889,  D 890, 
D 891;  Pa.,  892;  R.  I.,  893;  Utah,  895. 

Per  capita  of  school  tax,  Oreg.,  656;  applied  to  sala- 
ries, Oreg.,  655;  decreased,  Me.,  638. 

Per  diem,  for  county  board,  S.  C.,  160. 

Permanent  census  boards,  cities,  N.  Y.,  959. 

Permanent  certificates.  See  Teachers’  certificates, 
permanent. 

Permanent  school  fund,  417-438;  Iowa,  383;  Kans., 
385,  421:  deposited,  N.  Dak.,  430;  forest-reserve 
fund  added  to,  S.  Dak.,  434;  income  from,  Okla., 
400  (3);  investment  of,  N.  Dak.,  428, 429;  invested 
in  first  mortgages,  Okla.,  400  (6);  provided  for, 
Vt.,  435. 

Permission  for  the  establishment  of  higher  institu- 
tions, Ind.,  1496. 

Person,  a,  once  elected,  again  eligible,  Mich.,  D 216. 

Persons,  feeble-minded,  of  school  age,  RAL,  1562. 

Petition  not  necessary  to  levy  tax  for  repairs,  111., 

623.. 

Petitions  by  county  superintendent,  Minn.,  337. 

Philadelphia,  Pa.,  nonliability  for  damages  for  in- 
juries to  pupils,  D 724. 

Physical  examinations  ( see  also  Medical  inspection, 
physical  examinations);  of  pupils,  1120-1125. 

Physicians,  school,  provided  for,  Minn.,  217.  See 
also  Medical  inspection. 

Physician’s  certificate  of  vaccination,  Ark.,  D 184. 

Physics,  added  to  examination  subjects  for  teachers, 
Miss.,  771. 

Physiology  and  hygiene,  alcohol,  narcotics,  1170- 
1174;  instruction,  N.  C.,  1168;  temperance  instruc- 
tion, N.  C.,  1172. 

Pine  timber,  sale  of,  S.  Dak.,  434. 

Pittsburg,  Pa.,  salary  commission  illegal,  Pa.  D 
870. 

Place  of  attendance,  transportation  of  pupils, 
984-1020. 

Plan,  of  classification  of  the  matter,  H;  of  examina- 
tion and  certification  of  teachers,  Nev.,  29;  of 
school  buildings,  N.  Y.,  229  (13).  See  also 
Schoolhouse  plans. 

Playgrounds  and  vacation  schools,  1197-1200. 

Playgrounds,  authorizing  cities  to  establish,  Ohio, 
1187;  in  cities  of  10,000  and  over,  Mass.,  1197  (d); 
N.  J.,  1198;  Md.,  1197,  1197  (a);  Mass.,  1197  (b); 
Portland,  Oreg.,  1199;  third  and  fourth  class 
cities,  Wis.,  1200. 

Political  code  in  Cal.,  722. 

Poll  tax,  for  school  fund,  Ind.,  441. 

Polls,  election,  failure  to  open,  Tex.,  D 309. 

Popular  vote  to  decide  taxation  for  expenditures, 
N.  H.,  645. 

Population,  school,  15,  947-1087;  the  basis  of  classi- 
fication of  school  districts,  Mont.,  340. 

Portland,  Oreg.,  creating  playgrounds  board,  Oreg.. 
1199. 

Post  of  the  national  guard,  Tenn.,  1486. 

Powers,  of  board  of  trustees,  Mich.,  1501;  of  county 
commissioners,  Fla.,  D 617;  of  district  school 
meeting,  Mich.,  659;  of  expenditure,  extended, 
Mass.,  210a;  of  school  inspectors,  111.,  D 626. 

Powers  and  control  of  new  board  of  trustees,  Ga., 
1408. 

Powers  and  duties  of  board  of  trustees  of  university, 
Ga.,  1407,  1408;  of  city  board  of  education,  Cal., 
185;  Me.,  208;  N.  Y.,  229  (4);  S.  Dak.,  253,  254; 
Tex.,  262;  of  city  superintendent,  N.  Y.,  229  (5); 
of  county  board,  Tenn.,  164;  Va.,  177;  of  county 
superintendents,  Idaho,  125;  111.,  127;  of  district 
boards,  N.  Dak.,  235;  of  educational  commission, 

111.,  12;  of  educational  commission,  Ky.,  20;  of 
parish  boards,  La.,  203;  of  public  examiner, 
Minn.,  219;  of  school  board,  Minn.,  573;  of  school 
committee,  Mass.,  210;  of  state  board  of  education, 
Wash.,  112;  of  state  superintendent,  N.Mex.,32; 
N.  J.,  D 84;  S.  Dak.,  100;  Wash.,  110;  of  township 
officers,  Mich.,  296;  with  reference  to  certification 
of  teachers,  N.  Mex.,  32. 

Practice  schools,  teachers  to  have  legal  qualifica- 
tions, 111.,  D 835. 


Prayer,  at  opening  of  school,  Ky.,  D 365. 

Premium  on  bonds  provided  for,  Pa.,  587. 

Preparatory  departments,  State  University,  abol- 
ishing, Colo.,  1366. 

Presentation,  method  of,  12. 

Preservation  of  articles'  of  historical  nature,  Iowa, 
1516;  of  rights  of  creditors,  Pa.,  588. 

President,  of  normal  school,  not  principal,  N.  Dak., 
1401;  of  State  agricultural  college,  Mich.,  27  (8). 

Price  of  tuition,  Ind.,  512. 

Primary  schools,  par  t of  common  schools,  Cal. , D 457. 

Primary  teachers,  certificates,  Vt.,  791. 

Principals,  must  be  normal  graduates,  N.  Y.,  229 

(10) ;  pensions,  N.  J.,  881;  qualifications,  pre- 
scribing successful  experience  necessary,  Wis., 
758;  supervising,  Ariz.,  183;  tenure  of  office,  Mo., 
223;  term,  Mo.,  843. 

Printing,  of  report  of  commission,  Mass.,  24;  of 
school  laws  authorized,  Conn.,  7;  Del.,  9. 

, Private  higher  institutions,  16, 1491-1513. 

Prizes  for  rural  school  improvement,  S.  C.,  1523. 

Pro  rata  shares  school  moneys,  Tenn.,  D 483. 

Probation  officers,  Ariz.,  1564;  Idaho,  1573;  Iowa, 
1611;  La.,  1580;  Minn.,  1588;  Mo.,  1589;  Nebr., 
1592;  Oreg.,  1600;  Utah,  1604. 

Procedure,  of  alteration  of  districts,  Minn.,  338;  of 
bond  issuance,  Minn.  , 572;  of  consolidation,  N.  J., 
344;  of  treasurer’s  settlement,  Mo.,  523. 

Proceeds,  from  estates  escheat  to  the  State,  Mich., 
27(12);  Okla.,  373;  from  sale  of  lands,  Mich.,  27 

(11) ;  Okla..  400  (2);  La.,  387. 

Products  of  dairy  farm  of  Hampton  not  subject  to 
taxation,  Va.,  1447. 

Professional  and  higher  technical  education,  15. 

Professional  courses  excluded  from  free  tuition,  Cal., 
1491. 

Professional  education,  1395-1487. 

Professional  training  of  teachers,  14,  898-921.  See 
also  Teachers,  professional  training. 

Progress  of  the  country,  basis  is  education,  Wis.,  55. 

Prohibition,  of  branches  of  institutions,  Ky.,  D 21; 
of  cigarette  smoking,  Minn.,  1420;  of  condemna- 
tion of  land  belonging  to  churches,  Pa.  , 246;  of 
football,  Iowa,  D 129;  of  sale  of  intoxicating  liq- 
uors, Minn.,  1420;  of  teaching  white  and  negro 
races  together,  Ky.,  D 21;  of  using  unexpended 
balances  for  certain  purposes,  Ariz.,  538;  of  wear- 
ing religious  garb,  N.  Y.,  D 87;  of  white  persons 
from  attending  colored  schools,  Okla.,  44. 

Promotion  of  fruit-growing  interests,  Wash.,  1448. 

Property,  belonging  to  a school,  not  used  for  school 
purposes,  Va.,  D 379;  given  by  individuals,  Mich., 
27  (11);  held  for  the  benefit  of  university  exempt- 
ed from  taxation,  Cal.,  1491;  of  school  districts  di- 
vided, N.  Dak.,  347;  public  school,  sale  of,  Va., 
272;  vested  in  county  boards,  Va.,  178;  right,  Ky., 
D 21. 

Prosecution  or  defense  of  cases  of  land  titles,  Utah, 
413. 

Protection,  of  domestic  animals,  Va.,  1446;  of  fruit- 
growing interests,  Wash.,  1448;  of  land  from  tres- 
pass, Oreg.,  403. 

Providence,  R.  I.,  authorized  to  borrow  money  for 
equipment  of  schoolhouses,  R.  I.,  725;  provision 
for  installation  of  central  heating  plant  on  high 
school  premises,  R . I. , 698. 

Provision,  concerning  creation  of  new  school  dis- 
tricts, Ariz.,  315, 316, 317;  for  accessibility  to  school 
libraries,  Cal.,  1514;  for  agricultural  extension 
work,  Iowa,  1410;  for  blind  and  deaf  children, 
Utah,  1543;  for  board  of  education  in  place  of  trus- 
tees, Mich.,  214;  for  bond  of  treasurer,  La.,  515;  for 
compensation  of  commission,  Iowa,  14;  for  educa- 
tion in  new  constitution  of  Mich.,  27;  for  educa- 
tion of  defectives  extended,  Vt.,  1545;  for  election 
of  university  trustees,  Ind.,  1495;  for  expense  of 
commission,  Ky.,  20;  for  indigent  blind  children, 
Mich.,  1552;  for  libraries  in  public  schools,  Nebr., 
1517;  for  management  of  experiment  station,  Nev. , 
1421;  for  school  libraries;  Ohio,  1520;  Utah,  1525; 
for  transportation  of  pupils,  N.  J.,  30. 

Public  examiner,  powers  and  duties,  Minn. , 219. 

Public  institutions,  board  of  visitors  for,  Minn.,  78. 

Public  lands,  granted  by  Congress,  Okla.,  400  (4); 
management  of,  Wash.,  415. 

Public  lectures,  1201-1204;  Wis.,  1201;  employment 
of  lecturers  by  freelibrary,  Wis.,  1204;  use  of  school 
houses,  Wis.,  1202. 


358  STATE  SCHOOL  SYSTEMS  : 


| Figures  in  italic « refer  to  pages 

Public  school,  no  exclusion  from,  Kans.,  D 17. 

Public  school  system,  part  of,  Cal.,  4;  what  it  in- 
cludes, Cal.,  D 457. 

Public  schools,  nature  of,  Pa.,  247. 

Publishing  loans  from  school  fund,  Ind.,  420. 

Punishment,  corporal,  1101-1103;  of  crimes,  N.  J., 
370;  of  pubilc  officers,  Vt.,  260. 

Pupils,  attainments  of,  N.  J.,  30;  over  18,  blind, 
transferred,  Mich.,  1552;  damages  for  injuries,  Ky., 
D 716;  damages  for  injuries  not  recoverable, 
Philadelphia,  Pa.,  D 724;  district  liability  for 
damages  for  injuries,  Wash.,  D 728;  nonresident, 
Minn.,  1000;  Va.,  1017;  Vt.,  1016;  number  to  a 
teacher,  Va.,  853;  periods  of  entrance,  Pa.,  947; 
provision  for  transportation,  N.  J.,  30;  relief  for 
indigent,  Ohio,  947;  revocation  of  license  upon 
sale  of  liquors  to,  Ariz.,  732;  street  railways,  trans- 
portation, Mass.,  D 996,  D 997,  D 998;  N.  II., 
1004;  tobacco,  use  prohibited,  Minn.,  1096;  trans- 
portation of,  Mass.,  342-844.  See  also  Transporta- 
tion of  pupils. 

Purchase  of  school  sites,  Ind.,  558. 

Purchasers,  recover  school  lands  forfeited,  Kans., 
384. 

Pure  air,  requirement  in  school,  N.  Y..  229  (13). 

Purpose  of  teachers’  college,  N.  Dak.,  1400. 


Q. 

Qualifications,  of  county  superintendent,  Ark.,  120; 
Minn.,  139;  of  city  superintendent,  Vt.,  265;  of 
deputy  superintendent,  Utah.,  104;  of  principals 
(see  Principals,  qualifications);  of  school  commis- 
sioner, Mich.,  D 216;  of  school  committees,  N.  C., 
148;  of  school  trustees,  Tex.,  263;  of  state  agricul- 
tural board,  Nev.,  1421;  of  state  superintendent, 
N.  Dak.,  90;  S.  Dak.,  100;  of  superintendent  of 
schools  for  the  deaf,  Mich.,  1536;  of  teachers,  N. 
Y.,  229  (10)  (see  also  Teachers,  qualifications); 
of  teachers  of  the  blind,  Ark.,  1547;  of  teachers  of 
the  deaf,  Ark.,  1532;  of  voters,  290-313;  Mich.,  297; 
Okla.,  D 302;  S.  Dak.,  307;  of  women  voters,  Vt., 
311. 

Quarantine  lines,  for  live  stock,  Va.,  1446. 

Quarterly  financial  reports,  Colo.,  509. 

Questions,  teachers’  examinations.  See  Teachers’ 
examinations,  questions. 

Quorum,  of  a school  board,  Tenn.,  259. 

R. 

Railroad  companies  to  make  returns  of  taxable 
property,  Ga.,  D 619. 

Rank  of  professor  of  military  science,  Vt.,  1487. 

Rate  of  interest,  on  bonds,  Kans.,  561;  N.  J.,  578; 
N.  Dak.,  584;  Wash.,  602;  on  sale  contracts,  Nebr., 
389. 

Rate  of  tax  levy  for  schools,  W.  Va.,  489. 

Reading  circles  for  teachers,  list  of  books  for,  Wyo., 
788. 

Reading  of  Bible,  N.  Y.,  313-316;  Tex.,  316-320. 

Reclamation  of  state  lands.  Wash.,  417. 

Reclassification  of  school  districts,  Mont.,  340. 

Recodification  of  school  laws,  Wash.,  53. 

Recognition  of  teachers’  certificates  granted  by 
other  States.  See  Teachers’  certificates,  indorse- 
ment. 

Records,  of  meetings  of  board  of  examiners,  Mich., 
135;  of  school  board,  Wis.,  D 286;  of  school  district 
examined,  Minn.,  220. 

Recovery  of  money  wrongfully  converted,  N.  J., 
524. 

Redemption  of  district  bonds,  Iowa,  560. 

Redistnction,  of  public  schools,  Ala.,  D 2;  of  mem- 
bership of  school  committee,  Mass.,  210;  of  rate 
of  interest  on  bonds,  Ind.,  557. 

Reform  schools.  See  Delinquent  children,  reform 
schools. 

Regents  of  the  University  of  Michigan,  a body  cor- 
porate, Mich.,  27  (4). 

Registered  school  bonds,  Nebr.,  425. 

Registration  of  voters,  Wash.,  274. 

Regulation,  as  to  school  management,  N.  Y.,  D 87; 
for  health  of  pupils,  111.,  320-322;  N.  (’.,  322-324; 
N.  Y.,  824-326;  Pa.,  326-829;  of  distribution  of 
forest  reserve  fund,  Wyo.,  382;  of  investment  of 


LEGISLATION,  ETC.,  1906-8. 


; others  to  enactment  numbers.] 

school  funds,  417-438; of  public  schools,  Ind.,  D 13; 
of  publication  of  documents,  Pa.,  97;  of  school 
control,  Cal.,  D 5;  regarding  health,  1106-1125. 

Relations  of  superintendent  to  teachers,  Oreg.,  156. 

Relatives  within  third  degree  must  not  be  ap- 
pointed, Okla.,  43. 

Release  of  sureties,  Ohio,  238. 

Relief,  of  sufferers  from  fire,  Ohio,  37. 

Religion,  morality  and  knowledge  necessary  to  good 
government,  Mich.,  27  (1). 

Religious  garb,  prohibited,  N.  Y.,  D 87,  860. 

Religious  instruction,  reading  Bible  at  opening 
school  constitutional,  Ky.,  D 1174;  Tex.,  D 1175. 

Religious  organizations,  use  of  schoolhouses  denied 
to,  during  term,  Ind.,  D 681. 

Remedies,  provided  by  law,  in  cases  of  pupil’s  as- 
signment, N.  J.,  D 31. 

Remedy,  for  review  of  proceedings,  Iowa,  D 16. 

Remission  of  fines,  Va.,  271. 

Removal,  of  denominational  limitations,  W.  Va., 
1512;  of  members  of  county  board,  Tenn.,  165;  of 
members  of  parish  board,  La:,  D 205;  of  superin- 
tendent, N.  Y.,  D 88. 

Renewals  of  teachers’  certificates,  Iowa,  D 180. 
See  alsor  Teachers’  certificates,  renewal. 

Rental  on  school  lands,  Nebr.,  389. 

Rental  plan  for  the  payment  of  construction  of 
schoolhouses,  Okla.,  654. 

Reorganization,  of  board  of  education,  N.  Mex.,  32; 
of  school  supervision,  Nev.,  29;  of  school  system, 
Wis.,  284. 

Repairs,  of  school  buildings,  N.  Y.,  229  (7);  of  school- 
houses  defrayed  from  building  fund,  111.,  623. 

Repairs  and  equipment  of  schoolhouses,  Ky., 
D 635. 

Repeal,  of  law,  Tenn.,  257;  of  statute  by  implica- 
tion, Ga.,  D 11;  111.,  D 626. 

Report,  financial  and  statistical,  required,  N.  Dak., 
91;  of  city  treasurer,  N.  Dak.,  527;  of  findings  of 
commission,  Ky.,  20;  of  total  number  of  children, 
Cal.,  64;  on  permanent  school  fund  printed,  Vt., 
436. 

Reports,  annual,  must  be  submitted,  S.  C.,  251; 
annual, of  townclerks,  Wis., 279;  of  county  officers, 
to  be  handed  in  within  thirty  days,  N.  C.,  149; 
of  district  officials  to  state  superintendent,  N. 
C.,  234;  of  state  officers,  number  fixed,  Conn.,  66; 
on  pupils  not  libelous  per  se,  N.  Y.,  D 233;  re- 
quired from  subexperiment  stations,  N.  Dak., 
1432. 

Repositories,  for  school  moneys,  Minn.,  521. 

Representation,  of  educational  interests,  Cal.,  63. 

Requirement  of  church  membership  removed,  Me., 
1500. 

Requirements  to  secure  state  aid,  Wis.,  492. 

Requisition  of  school  board  to  levy  tax,  Tex.,  D 664. 

Reserve  portion  of  tuition  fund,  Ind.,  631. 

Residents,  of  State,  tuition  free,  Utah,  1442;  Cal., 
1491;  of  the  school  district,  Pa.,  D 49. 

Restrictions  a?  to  contracts,  Ohio,  242. 

Retirement  allowances  for  college  professors,  La., 
877;  Mass.,  878. 

Retirement  board,  Utah,  895. 

Retirement  funds.  See  Teachers’  pensions. 

Returns  of  property  by  taxpayers,  Ga.,  D 619. 

Revenue  for  common  schools,  Utah,  484. 

Revenue  fund,  transfer  of,  Minn.,  424. 

Review,  of  proceedings  of  school  board,  Iowa,  D 16. 

Reviews  of  legislation,  16. 

Revision  of  school  law,  N.  Dak.,  35. 

Revocation,  of  charter  if  failing  to  file  certificate, 
Ohio,  1506;  of  teachers’  certificates,  797-807  (see 
also  Teachers’  certificates,  revocation). 

Rhode  Island:  98,  99,  249,  250,  590,  657,  698,  699, 
725,  726,  743,  893,  1169,  1490,  1562;  Independence 
Day,  exercises,  R.  I.,  1169. 

Right  of  way  through  school  lands,  N.  Dak.,  394. 

Right  to  teach  both  races  in  private  schools,  Ky., 
D 21. 

Rules,  for  school  government,  Iowa,  D 16;  La.,  73; 
Ala.,  D 118;  111.,  D 195;  N.  Y.,  229  (4);  may  be 
reviewablc,  Iowa,  D 16;  of  sectarian  character  not 
allowed,  Vt.,  1.509. 

Rules  and  regulations  concerning  discipline,  111., 
329-383;  Wis.,  333-336. 

Rural  school  districts,  appropriation  for  school- 
houses  in,  Ala.,  706. 


INDEX. 


359 


[Figures  in  italics  refer  to  pages;  others  to  enactment  numbers.] 


Rural  schools,  betterment  of.  Wis.,  492;  of  the  first 
class,  Wis.,  492;  of  the  second  class,  Wis.,  492,  | 
state  aid,  Minn..  468;  for  transportation.  Wis.; 
1020. 

Rural  teachers,  efficiency  of,  Ga.,  1396. 

S. 

Safekeeping  of  public  money,  Wyo.,  537. 

Safety  of  the  public,  requiring  certain  health  regu- 
lations, Ohio,  D 41. 

Sakakawea,  statue  to,  N.  Dak.,  696. 

Salaries,  a percentage  of  school  tax  applied  to,  Oreg. , 
655;  educational  institutions,  heads  of,  reducing,  I 
Miss.,  1324;  janitors  ( see  Janitors,  salaries);  text-  ' 
book  commission  ( see  Commission,  text-book, 
salaries). 

Salaries  of  teachers.  See  Teachers’  salaries. 

Salary,  according  to  merit,  N.  Y.,  229  (8);  assistant 
chief  inspector,  workshops  and  factories,  Ohio, 
721;  of  city  superintendent,  Me.,  207;  Term.,  256; 
of  clerk  of  state  board  of  education,  Conn.,  65;  of 
county  boards,  Cal.,  122;  of  county  superintend- 
ent, Cal.,  122;  Fla.,  125;  W.  Va.,  180;  of  division 
superintendent,  Va.,  174;  of  members  of  state 
board,  Okla.,  94;  of  professors  of  agricultural  col- 
lege, Ohio,  1435;  of  state  officers,  Utah,  105; 
Wash.,  109;  of  state  superintendent,  N.  Mex.,  32; 
Ariz.,  59;  La.,  72;  Me.,  74;  Miss.,  79;  Mont.,  81; 
Pa.,  96;  Utah,  105;  Va.,  107;  Wash.,  109;  of  tax 
assessor,  La.,  516;  of  teachers,  El.,  336-338,  D 626; 
of  teachers,  increased,  W.  Va.,  54;  of  teachers, 
minimum  monthly,  W.  Va.,  277. 

Sale,  of  articles  manufactured  at  Hampton,  Va., 

D 1447;  of  books,  S.  C.,  159;  of  property  of  educa- 
tional institutions,  Va.,  1510, 1511;  of  school  lands, 
Kans.,  384;  La.,  386,  387;  Nebr.,  390;  Tex.,  409; 
of  school  lands,  proceeds  from,  Mich.,  27  (11);  of 
school  lands  to  actual  settlers,  Tex.,  D 412;  of 
school  property,  Ind.,  680;  Va.,  272;  of  school 
property  without  vote  of  electors,  Wash.,  535;  of 
state  lands,  Wash.,  416;  of  surplus  agricultural 
products,  Va.,  D 1447;  of  vegetation  on  school  i 
lands,  Tex.,  410. 

Sale  contract  of  lands,  Nebr.,  391. 

Saline  lands  and  school  lands,  Nebr.,  391. 

Saloons,  closed  on  election  day,  Iowa,  D 329. 

Salt  spring  lands,  proceeds  from  sale  of.  Mich. 

27  (13). 

San  Francisco,  Cal.,  dismissal  of  teachers,  Cal., 

D 833. 

Sanitary  arrangements  in  school  buildings,  N.  Y., 
229  (13). 

Sanitation  of  school  buildings,  713-731;  Ind.,  D 714; 
Va.,  727  (4);  maintenance  of  suitable  outbuildings, 
Wis.,  731;  relation  to  heating  and  ventilation, 
Pa.,  723. 

Saturday,  not  a day  unsuited  for  examination, 

N.  Y.,  D 33. 

Schenectady,  free  text-books,  N.  Y.,  1142;  teachers’  ; 
pensions,  N.  Y.,  885,  887. 

Scholarships,  free,  at  agricultural  college.  Mass.,  i 
1415a;  in  agricultural  college,  S.  C.,1438;  stateedu- 
cational  institutions,  Vt.,  1345;  state  normal  i 
schools,  Ark.,  903;  Ky.,  909;  state  university,  | 
Term.,  1385;  to  normal  schools,  eighth  grade  I 
graduates,  111.,  1157. 

School,  a legal,  defined,  Vt.,  486  (4):  for  the  blind,  i 
Utah,  1544;  Mo.,  1553;  of  design,  tuition  fee,  R.  I., 
1490;  of  forestry,  N.  Dak.,  1430;  of  mines,  created,  j 
Okla.,  1481;  Va.,  1482;  of  mines  to  encourage  j 
mineral  industries,  N.  Dak.,  1480;  of  technology 
established,  N.  C.,  1489;  special  types  of,  15;  to 
which  pupil  is  assigned,  N.  J.,  D 31. 

School  accommodations  defined,  N.  J.,  30. 

School  age,  children  of.  Wash.,  451;  compulsory, 
Mich.,  1041,  D 1042;  N.  J.,  1054;  defined,  Okla., 
42;  Wis.,  57;  minimum,  Idaho,  193. 

School  and  land  purposes,  reserve  fund  for,  Pa.,  375.  ! 

School  authorities,  discretion  of,  Wis.,  D 56. 

School  board,  appointed  by  judges,  Wis.,  D 287; 
district,  S.  Dak.,  100;  has  discretion,  Iowa,  D 16; 
in  cities  of  the  first  class,  Wis.,  283;  of  a city,  may 
be  sued,  Ky.,  D 201;  superintendent  presides, 
Okla.,  42. 

School  bonds,  issued,  S.  Dak.,  100;  registered,  Nebr., 
425.  See  also  Bonds  and  indebtedness. 


School  census,  949-966;  Idaho,  193;  N.  Dak.,  475; 
enumerators  agents  of  the  city,  Tenn.,  D 483. 
See  also  Census,  school. 

School  city,  not  a corporation,  Ind.,  D 197. 

School  commissioners,  elected  at  large,  Vt.,  268. 

School  committee,  closing  a school,  Mass.,  D 26; 
constituted,  N.  C.,  148. 

School  directors,  decision  of,  final,  Pa.,  D 49;  selec- 
tion of,  N.  Mex.,  146. 

School  discipline,  15,  1068-1105. 

School  districts,  consolidation  of,  Ariz.,  317;  Ga., 
322;  corporate  powers,  Va.,  273;  created  and 
altered,  N.  Mex.,  32;  discontinued,  Ariz.,  456; 
deprived  of  appropriation  from  school  fund, 
Mich.,  27  (9);  for  colored  people,  Del.,  321;  forma- 
tion of,  Idaho,  325;  independent,  S.  Dak.,  100; 
may  be  divided,  Idaho,  325;  may  borrow  money, 
Mich.,  569;  may  establish  libraries,  Mich.,  639; 
must  not  exceed  legal  levy,  El.,  D 552;  new,  Ariz., 
315;  Ariz.,  316,  317;  organization,  S.  Dak.,  100; 
quasi  municipal  character,  Cal.,  D 320;  special, 
legalized,  Ohio,  D 39. 

School  facilities,  defined,  N.  J.,  30;  in  counties,  Ohio, 
240. 

School  fund,  accounts  of,  Va.,  175;  apportionment, 
Utah,  485;  basis  of  apportionment,  Wash.,  110; 
conversion  of,  Wash.,  417;  deposits  of,  N.  Dak., 
371;  derived  from  four  sources,  Ga.,  D 551; 
distribution  of,  Oreg.,  156;  Ind.,  419;  investment 
and  interest,  Mass.,  422;  loan  from,  Wash.,  417; 
regulation  of  investment,  417-438;  transfer  of, 
Del.,  418;  unexpended,  disposal,  Va.,  487. 

School  gardens,  authorizing  cities  to  establish, 
Ohio,  1187. 

School  holidays,  975-983.  See  also  Holidays,  school, 
and  Days  for  special  observance. 

School  lands,  assessment  for  taxation  in  cities, 
Wash.,  669;  sale  and  lease,  383-417. 

School  laws,  amended  and  revised  by  a commission, 
Pa.,  47;  compiled  by  superintendent,  Oreg.,  46; 
examined,  revised,  and  codified,  Iowa,  14;  gen- 
eral, does  not  repeal  power  to  levy  taxes,  111., 
D 626;  printing  authorized,  Conn.,  7. 

School  libraries,  catalogued  and  indexed,  Ind., 
D 1515;  free  to  families  of  the  district,  Cal.,  1514; 
public,  16,  1514-1527;  S.  Dak.,  100;  trustees  of, 
N.  Y.,  229  (9). 

School  library,  exercising  authority  over  the 
public  library,  Ind.,  D 1515;  fund,  Utah,  1525. 

School  management,  by  board  of  directors,  Kans., 
200. 

School  meetings,  290-313;  time  for,  Del.,  292. 

School  moneys,  distribution  of,  N.  J.,  472;  N.  Y. 
473;  must  be  paid  on  board’s  order,  El.,  D 630 

School  month,  day,  year,  967-974;  defining,  Wis. 
974;  to  include  legal  holidays,  Cal.,  969. 

School  nurses.  See  Medical  inspection,  nurses. 

School  officers,  pecuniary  interest  in  school  supplies, 
Va.,  51. 

School  physicians,  Minn.,  217.  See  also  Medical  in- 
spection. 

School  population  and  attendance,  15,  947-1087. 

School  population,  basis  of  distribution  of  surplus 
Tenn.,  482. 

School  privileges,  equalized,  N.  H.,  476. 

School  property,  not  used  by  school,  subject  to 
taxes,  Va.,  D 379;  transfer  of  unused  buildings  to 
townships,  N.  J.,  691. 

School  revenues,  method  of  paying,  Ariz.,  455. 

School  system,  reorganization  of,  Wis.,  284. 

School  tax,  appropriation  of,  Del.,  615;  not  a special 
assessment,  La.,  D 442;  per  capita  decreased,  Me., 
638;  state,  increased,  Nev.,  29. 

School  term,  at  least  four  months,  N.  Dak.,  475; 
Oreg.,  479;  N.  C.,  D 652;  at  least  eight  months, 
Wis.,  492;  fixing  minimum,  Ariz.,  968;  increased 
tax  levy  to  extend,  W.  Va.,  672;  increasing  length 
of,  Mo.,  970;  Ohio,  972;  Wis.,  1084;  length  of, 
Ariz.,  612;  for  primary  schools  in  Mich.,  27  (9); 
to  be  maintained,  Ind.,  631. 

School  trustees,  powers  and  duties,  Idaho,  622. 

School  year,  defined,  S.  Dak.,  100;  month,  day,  967- 
974. 

Schoolhouse  plans,  appropriation  for  preparation 
of,  Wis.,  712;  approval  by  county  superintendent, 
Wis.,  712;  approval  by  county  superintendent 
excepted  in  districts  of  10,000  and  over.  Wash., 


360  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


[Figures  in  italics  refer  to  pages;  others  to  enactment  numbers.] 


711;  approval  by  superintendent  of  public  in- 
struction, Ala.,  706;  Va.,  709;  distribution  to  local 
authorities,  Term.,  708. 

Schoolhouses  ( see  also  Buildings  and  sites),  built 
by  county,  Okla.,  D 45  ( see  also  Bond  issue); 
construction  of,  Va.,  709;  erection  of  lockups 
within  300  feet  prohibited,  Wis.,  748;  health  of 
pupils,  Va.,  727;  heating  and  ventilation,  Pa., 
723;  increase  in  maximum  expenditure  for,  N. 
Dak.,  697;  license  to  persons  in  charge  of  steam- 
heating plants,  Me.,  718;  license  to  sell  liquors 
near,  forbidden,  Conn.,  734;  lighting,  heating, 
and  ventilation,  N.  Dak.,  707;  new,  bond  issue 
for,  Del.,  549;  prohibiting  hospitals  near,  Nev., 
741;  sale  of,  Ind.,  680;  sanitation,  Ind.,  D 714;  use 
of,  during  vacation,  Ind.,  D 681;  use  of,  for  social 
and  educational  purposes,  Wis.,  705;  use  of  school 
funds  for,  in  Newport,  R.  I.,  699. 

Schooling  of  children,  proper,  N.  II.,  647. 

Schools  and  the  means  of  education  shall  be  en- 
couraged, N.  C.,  D 652. 

Schools,  consolidation  of,  984-1020;  discontinuance 
of,  Ind.,  988;  for  prisoners,  N.  J.,  1594;  of  educa- 
tion, 898-921;  white  and  colored  defined,  Okla., 
44. 

Scientific  knowledge  of  mining  and  metallurgy, 
Okla.,  1481. 

Scope  and  plan  of  the  work,  9. 

Seattle,  Wash.,  certification  of  teachers,  Wash.,  786. 

Secondary  education,  high  schools  and  academies, 
15,  1213-1272;  special  state  aid,  493-507. 

Secondary  schools  ( see  also  High  schools);  receiving 
state  aid,  494-507. 

Secret  societies,  school.  See  Fraternities,  high 
school. 

Secretary  of  board  of  education,  Mich.,  27  (2). 

Sectarian  influences,  forbidden,  N.  Y.,  D 87. 

Sectarian  instruction,  N.  Y.,  313-316;  Tex.,  316-320. 

Section  13  in  every  portion  of  the  state  of  Okla., 
400  ( 5). 

Securities,  investment  of  school  funds,  Okla., 400(6). 

Selection,  of  school  directors,  N.  Mex. , 146;  of  school 
lands.,  Mont.,  388;  of  state  lands,  W ash.,  417. 

Selectmen  exempted  from  requirement  of  assessing 
taxes,  N.  H.,  647. 

Self-support  of  the  blind,  occupation  for,  Me., 
1550. 

Separate  boards  and  officers  for  white  and  colored 
schools,  Okla.,  44. 

Separate  school  districts,  Va.,  270;  to  issue  bonds, 
Miss.,  642. 

Separate  schools,  for  white  and  colored  children, 
Kans.,  D 17;  Okla.,  42. 

Service  fund,  for  district  boards,  Ohio,  236. 

Service  of  principals  and  teachers,  N.  Y.,  229  (4). 

Sessions,  legislative,  table  of,  9. 

Settlement,  between  school  districts,  Utah,  355;  of 
county  treasurer,  Mo.,  523. 

Settlers,  actual,  sale  of  lands  to,  Tex.,  D 412. 

Short  courses  in  agriculture,  N.  J.,  1423. 

Shows,  licenses  of,  Mass.,  25. 

Sinking  funds,  common  school,  Ind.,  419;  for  liqui- 
dation of  bonds,  Ind.,  557;  investment,  W.  Va., 
606;  of  school  districts,  S.  Dak.,  529;  Minn.,  522. 

Sites  and  buildings,  14;  in  prohibition  districts, 
732-748. 

Sites  for  schoolhouses,  action  of  voters  to  precede 
condemnation,  Mich.,  D 687;  condemnation  in 
cities  of  over  50,000,  Minn.,  689;  eminent  domain 
Ariz.,  676;  proximity  to  residences,  Iowa,  D 683, 
size  in  consolidated  school  districts,  Iowa,  682;; 
Springfield,  Mass.,  removal  of  cemetery  to  pro- 
vide, Mass.,  686. 

Smallpox.  See  Vaccination. 

Smith,  Edmund  Kirby,  Statue  of,  Statuary  Hall, 
U.  S.  Capital,  Fla.,  1297. 

Sororities.  See  Fraternities. 

Sources  of  school  fund,  Ga.,  D 551. 

South  Carolina:  158,  159,  160,  251,  306,  D 352,  376, 
501,  591,  592,  658,  659,  660,  894,  1072,  1073,  1135, 
D 1136,  1261,  1438,  1439,  1485,  1523. 

South  Dakota:  100,  252,  253,  254,  255,  307,  405,  406, 
407,  408,  434,  529,  593,  700,  744,  745,  982,  1152,  1342, 
1343,  1440,  1601,  1602. 

Southern  Illinois  Normal  University,  power  to  con- 
fer degrees,  111.,  813. 

Special  county  tax  levy,  Mont.,  644. 


Special  legislation,  Wis.,  D 288. 

Special  observance,  days  for,  1182-1185 

Special  school  district,  formation  of,  N.  Dak.,  347; 
legalized,  Ohio,  D 39,  tax,  Ariz.,  611,  612. 

Special  school  tax,  authorized,  Ind.,  559;  local,  Tex., 
663. 

Special  state  aid,  for  elementary  education,  453-492; 
for  rural  schools  of  the  first  class,  Wis.,  492;  for  sec- 
ondary education,  493-507. 

Special  tax  districts,  enlargement,  N.  C.,  650. 

Special  tax  levy,  Tenn.,  661;  S.  C.,  659;  Tex.,  D 664. 

Special  teachers,  not  on  merit  list,  N.  Y.,  229  (9); 
certificates,  Vt.,  790,  791,  804:  certificates  (see  also 
Teachers’  certificates,  special). 

Springfield,  Mass.,  transfer  of  cemetery  property  for 
school  purposes,  Mass.,  686. 

Stairways,  fireproof,  N.  Y.,  229  (13). 

Standard  of  instruction,  approved,  Wis.,  506. 

Standards,  of  schools  investigated,  Wash.,  112. 

State  aid  for  elementary  schools,  Vt..  486  (2);  for 
graded  schools,  Wis.,  491;  for  libraries  in  rural 
schools,  Va.,  1526;  for  rural  schools,  Minn.,  468;  for 
rural  schools,  conditions,  Wis.,  492;  for  school  su- 
pervision, Me.,  466;  for  secondary  schools,  494-507; 
for  support  of  schools,  Conn.,  458,  459,  460;  Fla., 
462,  463;  limit  of,  Wis.,  507;  to  weak  school  dis- 
tricts, W.  Va.,  54.  See  also  Aid,  state. 

State  board,  of  agriculture,  Mich.,  27  (7);  Colo.,  1403; 
of  control,  Fla.,  D 10;  of  education,  Mich.,  27  (6); 
created,  W.  Va.,  54;  of  education  shall  carry  out 
provisions,  Md.,  D 75;  of  finance,  Wash.,  437;  of 
health  (see  Board  of  health,  state);  of  higher 
education,  Wash.,  110;  of  visitors,  Minn.,  78. 

State  boards  and  their  officers,  58-115. 

State  bonds  in  favor  of  board  of  education  inviolate 
Ky.,  D 1398. 

State  certificates,  for  county  superintendents,  Iowa, 
D 130;  minimum  salary  for  holders  of,  N.  C.,  777; 
recognition  in  other  States,  Wis.,  796. 

State  commissioner  of  horticulture,  Wash.,  1448. 

State  departments  of  education,  jurisdiction,  N.  Y. 
399-306. 

State  finance  and  support  of  school,  14,  362-507. 

State  inspectors  of  health.  See  Board  of  health 
state. 

State  library  commission,  N.  Dak.,  1519. 

State  militia,  regulations  applying  to,  Vt.,  1487. 

State  normal  school,  Mich.,  27  (10);  Ky.,  1397; 
Natchitoches  La.,  prohibiting  sale  of  liquors  near, 
La.,  739. 

State  Normal  University,  Illinois,  contract  with 
state  board  as  to  employment  of  teachers  in  prac- 
tice schools,  void,  111.,  D 835. 

State  school  fund,  111.,  440. 

State  school  lands,  383-417;  assessment  by  cities  for 
local  improvements,  Wash.,  669. 

State  school  of  agriculture,  N.  Y.,  1426,  1427,  1428. 

State  school  tax,  increased,  Nev.,  29;  insufficient, 
may  be  supplemented  by  special  tax,  N.  C.,  D 652; 
levy,  Nebr.,  444;  Fla.,  463. 

State  superintendent  of  public  instruction.  See 
Superintendent  of  public  instruction,  state. 

State  taxation  for  school  purposes,  439-452. 

State  universities.  See  Universities,  state. 

Statement,  annual,  of  receipts  and  disbursements 
Va1'.,  176;  sworn,  of  expenditure,  Vt.,  486  (3). 

Stationery,  supplied,  N.  Y.,  229  (4). 

Statistics,  printed  annually,  Tenn.,  101. 

Statute  provisions,  inapplicable,  Kans.,  D 18. 

Statutory  authority,  absence  of,  Kans.,  D 18. 

Stenographers,  instatesuperintendent’s  office,  Wis., 
115. 

St.  Louis,  Mo.,  child  labor  and  compulsory  attend- 
ance, Mo.,  1049. 

Stock  feeding,  taught,  Okla.,  42. 

Street  railways,  required  to  transport  school  chil- 
dren at  half  rates,  Mass.,  D 996,  D 997,  D 998. 

Study,  comparative,  of  school  systems.  Ky.,  20. 

Study  room,  floor  space,  N.  Y.,  229  (13). 

Subdistricts,  school,  Ky.,  133. 

Subexperiment  stations,  report  to  president  of  col- 
lege, N.  Dak.,  1432. 

Subject-matter  of  instruction,  1155-1185. 

Substances  found  on  school  lands,  value  of,  Tex. 
410. 

Sum  to  be  raised  for  school  purposes  fixed  by  board 
of  estimates,  N.  J.,  525. 


INDEX. 


361 


[Figures  in  italics  refer  to  pages 

Summer  schools,  institutes,  928-946,  Va.,  107;  nor- 
mal, establishment,  Idaho,  933. 

Superintendent,  a member  of  state  board,  Wash., 
110;  authorized  to  compile  school  laws,  Oreg.,  46; 
election  of,  duties  and  powers,  Mich,.  27  (2);  dep- 
uty, Nev.,  29.  See  also  Superintendent  of  public 
instruction,  state. 

Superintendent  of  public  instruction,  Wis.,  712;  aid 
to  industrial  education,  Okla.,  1291  (3);  state,  ex- 
amination questions,  Miss.,  D 772;  state,  school- 
house  plans,  Ala.,  706;  N.  Dak.,  707;  Va.,  709; 
state,  teachers’  certificates,  Nebr.,  821;  Wis.,  796; 
Wyo.,788. 

Superintendent  of  repairs,  N.  Y.,  229  (2). 

Superintendent  of  schools,  city,  N.  Y.,  229  (5); 
county,  teachers’  institutes,  compensation  for  at- 
tending, Ohio,  866;  pensions,  Milwaukee,  Wis., 
897  (13);  pensions,  N.  J., 881;  pensions,  N.  Y.,  885, 
887,  888;  recognition  of  certificates  granted  by, 
Wash.,  793;  president  of  school  board,  Okla.,  42; 
teachers’  certificates.  New  York  City,  N.  Y.,  D 
775;  Wash.,  784;  term,  Mo.,  843. 

Superintendent  of  schools,  county,  liability  for  ille- 
gal warrants,  Ariz.,  854;  a county  officer,  Cal.,  D 
186;  penalty  for  violation  of  examination  rules, 
Ariz.,  763;  school  census,  Mont.,  956;  schoolhouse 
construction,  N.  Dak.,  707;  to  act  as  parish  treas- 
urer, La.,  515;  to  certify,  Minn.,  468;  schoolhouse 
plans,  Wash.,  711;  teachers’  certificates,  Vt.,  783; 
teachers’  certificates,  revocation,  Ind.,  D 797; 
Kans.,  789;  Wyo.,  788;  to  withhold  funds  in  cer- 
tain districts,  N.  Dak.,  961. 

Supervising  principal,  Ariz.,  183. 

Supervision,  of  elementary  education,  14;  of  instruc- 
tion, Okla.,  42. 

Supervisors,  board  of,  Mich,,  135. 

Supplies,  furnished,  Iowa,  69. 

Supplies  and  text-books,  1126-1154. 

Support,  of  county  high  schools,  Ky.,  133;  of  insti- 
tute for  the  deaf,  Ark.,  1532;  of  institutions  for 
defectives,  Ark.,  62;  of  libraries,  Mich.,  27(14);  of 
public  schools,  La.,  636;  of  schools,  state  aid  for, 
Conn.,  458,  459,  460;  Ha.,  462,  463. 

Supreme  court  decisions,  federal  and  state,  299-344. 

Sureties  of  treasurer,  Ohio,  238. 

Surety  companies,  bonds  for  school  treasurer,  Minn. , 
218;  required  to  indorse  bonds,  Pa.,  587. 

Surplus  in  state  treasury,  disposition  of,  Tenn.,  482. 

Surrender  of  land  contracts,  N.  Dak.,  394,  395. 

Survey,  of  mineral  bearing  school  lands,  Tex.,  411; 
of  state  lands,  Wash.,  417. 

Suspension,  of  pupils,  N.  Y.,  229  (5);  of  teachers, 
N.  Y.,  229  (5). 

Suspension  and  expulsion  of  pupils,  1103-1105. 

Sustenance  of  common  school  system,  Ky.,  D 1398. 

Swamp-land  fund,  transfer  of,  Minn.,  424. 

Swamp  lands,  sale  of,  Ind.,  419. 

Syracuse,  N.  Y.,  bond  issue  for  high  school  build- 
ings, N.  Y.,  1253. 

System,  of  accounting,  uniform,  N.  Dak.,  36;  of 
common  schools,  Pa.,  248;  Cal.,  D 542;  of  educa- 
tion, uniform,  S.  Dak.,  100;  of  free  public  schools, 
Okla.,  42;  Idaho,  193;  111.,  623;  of  government  of 
Toledo  University,  Ohio,  D 38;  of  primary  schools 
in  Mich.,  27  (9);  of  public  schools,  uniform,  Tenn., 
50;  ofschool  supervision,  Nev.,  29;  ofstate normal 
schools,  Ky.,  D 1398. 


T. 

Tax,  school,  increased,  Nev.,  29. 

Tax  levy,  annual,  increased,  S.  C.,  660;  by  district 
or  counties,  Ga.,  322;  boards  of  education,  powers 
and  duties,  Va.,  666;  building  and  supply  fund, 
W.  Va.,  671;  city  school  districts,  Wis.,  673;  city 
schools,  increasing  maximum,  Utah,  665;  de- 
pendent and  delinquent  children,  Iowa,  1611; 
nigh  schools,  county,  Kans.,  1234,  1235;  for  con- 
struction of  school  buildings,  Ariz.,  611;  for 
municipal  purposes,  Tenn.,  258;  for  public  in- 
struction, Fla.,  D 617;  for  school  purposes,  N. 
Mex.,  32;  Wash.,  274;  for  school  site,  Ky.,  D 635; 
high  schools,  maintenance,  W.  Va.,  672;  high 
schools,  township,  Ohio,  1256;  joint  districts, 
equalization,  Wis.,  675;  objections  to  manner  of, 
111.,  D 625;  only  for  educational  and  building  pur- 
poses, 111.,  D 628;  per  capita,  Oreg.,  656;  play 


; others  to  enactment  numbers.] 

grounds,  Boston,  Mass.,  1197b;  Oreg.,  1199  (6); 
Wis.,  1200;  primary  schools,  to  pro  vide  six  months’ 
tenn,  W.  Va.,  672;  public  schools,  increasing 
maximum,  Va*,  666;  sanitary  outbuildings,  Wis., 
731;  school  term,  extension  of,  W.  Va.,  672;  special, 
transportation  not  payable  from,  Ind.,  989;  state 
university,  Idaho,  1312;  Minn.,  1375;  Mich.,  1320; 
Nebr.,  D 1330;  to  install  a heating  plant,  111., 
D 628;  to  support  universities,  Ohio.,  653;  trade 
schools,  Wis.,  1293;  treasurer’s  bond,  to  include 
fee  for,  Wis.,  674;  union  schools,  districts,  special, 
Wash.,  670. 

Tax  lists,  form  of,  N.  C.,  649. 

Tax  on  gifts,  bequests,  and  legacies,  Okla.,  446. 

Tax  upon  dogs,  Mich.,  517. 

Taxation,  by  State  for  school  purposes,  439-452; 
exemption  from,  Vt.,  450;  for  school  purposes, 
local,  611-D  664;  N.  Y.,  229  (12);  Utah,  449;  Wash., 
451;  Wyo.,  289;  in  village  districts,  N.  H.,  646;  of 
public  lands,  Nebr.,  391;  of  school  district,  limi- 
tation removal,  Mich.,  640;  of  school  property  not 
used  by  school,  Va.,  D 379. 

Taxes,  for  schools  determined  by  board,  Tex., 
D 664;  imposed  for  educational  purposes,  Ky., 
1398;  overpayment  of,  W.  Va.,  452;  paid  for  high 
schools  unconstitutional,  Nebr.,  D 368;  paid 
without  protest.  111.,  D 626. 

Taxpayers,  qualifications  for  voting,  Oreg.,  D 303. 

Teachers,  compulsory  retirement,  Utah,  895  (12); 
N.  Y.,  883  (1  and  4). 

Teachers,  free  to  attend  institute,  Idaho,  193;  in  ele- 
mentary and  secondary  schools,  14;  not  to  act  as 
agents,  La.,  23;  not  to  sell  supplies,  La.,  23;  num- 
ber of,  basis  of  apportionment  of  school  moneys, 
Nev.,  29;  of  the  deaf,  qualifications,  Mich.,  1536; 
professional  training,  898-921;  qualifications,  Ind., 
857;  Kans.,  816,  1103;  Mich.,  820;  Oreg.,  156;  age, 
Wash.,  757;  experience,  Idaho,  809;  moral  char- 
acter, Kans.,  816;  practice  schools  111.,  D 835. 

Teachers  and  assistants,  Minn.,  468. 

Teachers’  appointment  and  dismissal,  14. 

Teachers’  certificates,  Ind.,  339-342 ; Ariz.,  454;  S, 
Dak.,  100;  continuance,  Vt.,  805;  diploma,  agri- 
cultural and  mechanical  college,  Okla.,  1291  (10); 
diploma,  approved  institutions,  La.,  818;  diploma, 
approved  institutions,  Nebr.,  821;  Md.,  819; 
diploma,  postgraduate,  Ind.,  D 814;  diploma, 
state  normal  school,  Ariz.,  761;  diploma,  state 
normal  school,  Ark.,  903;  diploma,  Texas  Indus- 
trial Institute  and  College,  etc.,  Tex.,  823;  diploma, 
West  Virginia  University,  W.  Va.,826;  elementary 
agriculture,  examinations,  Okla.,  1291  (5);  fees, 
Iowa,  767;  fees,  applicants  from  other  States, 
Ariz.,  762;  indorsement,  Iowa,  798;  N.  C.,  778; 
Mich.  799;  Okla.,  803;  Vt.,804;  Wis.,  796;  kinder- 
garten and  primary  teachers,  Vt.,  791;  kinder- 
garten teachers,  Tex.,  1192;  kindergarten  training- 
school  graduates,  Wis.,  795,  796;  life,  Ala.,  760; 
Ind.,  D 814;  Vt.,  783;  Wash.,  784,  785;  minimum 
age  for  granting,  Wash.,  757;  normal  schools  ap- 
proved, graduates  of,  Ind.,  922;  normal  schools,  ex- 
amination of  students,  Ky.,  909;  normal  schools, 
graduates,  Idaho,  809;  Wis.  ,796;  normal  school  and 
university  diplomas,  808-828;  pensions  to  holders, 
R.  I.,  893;  permanent,  New  York  City,  N.  Y.,  D 
775;  physics,  examination  in,  Miss.,  771;  primary 
teachers,  Vt.,  791;  renewal,  Ala.,  759;  Ohio,  779; 
Okla.,  942;  Vt.,  790;  Wash.,  806;  Wis.,  807; 
repealed,  Iowa,  D 130;  revocation,  Ind.,  D 797; 
Mich.,  800,  820;  Mont.,  801;  N.  Dak.,  802;  Okla., 
803;  salary  not  payable  without,  Ariz.,  854;  N. 
Dak.,  851;  Seattle,  Wash.,  786;  special  teachers, 
Vt.,  790,  791,  804;  Wis.,  796;  state,  Kans.,  816;  N. 
C.,  777,778;  Wash.,  787;  state,  issue  upon  burning 
of  local  records,  Miss.,  770;  summer  school  courses, 
N.  J.,  939;  temporary,  Kans.,  789;  Mont.,  801; 
Utah,  824;  Vt.,  792;  Wash.,  793,  794;  universities 
and  colleges  of  State,  degrees,  Mich.,  820;  validity, 
Idaho,  764;  Kans.,  768;  Okla.,  803;  W.  Va.,  826; 
validity,  indorsement,  registration,  revocation, 
797-807. 

Teachers’  College,  recognition  of  diplomas,  La.,  818. 

Teachers’  colleges,  purpose  of,  N.  Dak.,  1400;  and 
normal  schools,  1395-1401. 

Teachers'  contracts,  appointment,  dismissal,  830- 
853;  Wash.,  1018;  county  board  of  education, 
Ala.,  830,  D 831;  evening  schools,  D 849;  must  be 
in  writing,  Ind.,  D 836;  D 837;  revocation,  D 832. 


362 


STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


[ Figures  in  italics  refer  to  page 

Teachers’  dismissal,  Cal.,  D 832,  D 833;  111.,  874  (14), 
D 875;  Md.,  D 839;  Mich.,  D 1842;  N.  C.,  850; 
N.  Y.,  845,  D 840,  D 847,  D 848. 

Teachers’  education,  14.  See  also  Normal  schools 
and  Certificates. 

Teachers’  employment  and  contract,  14,  830-853; 
contracts  with  county  board,  Ala.,  830,  D 831; 
San  Francisco,  Cal.,  D 833;  state  agencies,  Mass., 
840;  Mich.,  841. 

Teachers’  evening  schools,  New  York  City,  N.  Y., 
D 849. 

Teachers’  examinations,  board  for  conducting, 
Iowa,  766;  Buffalo,  N.  Y.,  on  half  holidays,  N.  Y., 
D 776;  county  high  schools,  Kans.,  1103;  in  ele- 
mentary agriculture,  Okla.,  1291  (5);  exemptions, 
Kans.,  816;  Mich.,  820;  Wash.,  787;  fees,  Ariz.,  763; 
Iowa,  767;  graduates,  universities  and  colleges, 
Ohio,  779;  penalty  for  violating  rules,  Ariz.,  763; 
physics,  Miss.,  771;  questions,  illegal  use,  Miss., 
D 772;  questions,  illegal  use,  Tex.,  D 781,  D 782; 
renewal  of  certificates,  Ohio,  779;  students,  state 
university,  Ky.,  1370;  temporary  certificates,  Vt., 
792. 

Teachers’  examinations  and  certificates,  759-796. 

Teachers’  institutes,  annual  in  each  county,  Ind., 
935;  apportionment  funds,  Ariz.,  928,  929;  certifi- 
cates, Okla.,  942;  city  schools,  Wash.,  946;  credit 
for  attending,  Ind.,  857  (1);  for  negroes,  Ark.,  930; 
joint,  Mont.,  937;  Utah,  944;  payment  for  attend- 
ing, Ohio,  866,  D 867;  provided  for,  Tex.,  166;  state 
governing  board, Utan,  944;  time  of  holding,  Nebr., 
938;  Pa.,  943;  traveling  expenses  of  teachers,  Fla., 
932. 

Teachers’  institutes  and  summer  schools,  928-946. 

Teachers’  licenses,  Ind.,  339-342. 

Teachers’  pensions,  872-897;  local,  Albany,  N.  Y., 
886;  Baltimore,  Md.,  877a;  Boston,  Mass.,  880; 
Charleston,  S.  C.,  894;  Chicago,  111.,  873,  874, 
D 875;  Elmira,  N.  Y.,  883;  Indianapolis,  Ind., 
876;  Milwaukee,  W is.,  897;  New  York  City,  N.  Y., 
884;  Schenectady, N.Y.,  885, 887;  Watervleit,N. Y., 
888;  general,  Conn.,  872;  Md.,  877b;  Mass.,  879; 
N.  J.,  881,  882;  Ohio,  D 889,  D 890,  D 891;  Pa., 
892;  R.  I.,  893;  Utah,  895;  Va.,  896. 

Teachers’  professional  training  (see  also  Normal 
schools,  and  Teachers’  training  schools);  agricul- 
ture, Mass.,  910;  creating  system  of  normal-school 
instruction,  Ind.,  922;  manual  training,  N.  Dak., 
915;  state  aid  to  George  Peabody  College  for 
Teachers,  Tenn.,  898b. 

Teachers’  salaries,  854-870;  Pa.,  336-338;  W.  Va., 
277;  Del.,  615;  contracts,  written,  recoverable  only 
under,  Ind.,  D 836,  D 837;  during  epidemics,  N. 
Mex.,  859;  forfeit  of,  for  use  of  religious  dress,  N. 
Y.,  D 860;  maximum,  N.  Mex.,  859;  minimum, 
Ind.,  857;  Md.,  858;  Pa.,  869;  New  York  City,  N. 
Y.,  D 861;  minimum  for  holders  of  state  certifi- 
cates, N.  C.,  777;  payable  only  to  holders  of  cer- 
tificates for  full  term,  Ariz.,  854;  proportion  of 
funds  applicable  to,  Cal.,  855;  salary  commission 
can  not  fix,  Pa.,  D 870;  state  aid  toward  payment 
of  minimum,  Ohio,  867. 

Teachers’  tenure,  Cal.,  D 832;  111.,  874  (14);  Ohio, 
D 852;  Wis.,  897  (11);  permanent,  New  Orleans, 
La.,  838;  position  vacated  by  marriage.  La.,  838. 

Teachers’  training,  appropriation  for,  N.  C.,  148; 
professional,  14. 

Teachers’  training  departments,  high  schools,  Ind., 
922;  high  schools,  Nebr.,  923;  highschools,  Va.,  926. 

Teachers’  training  schools,  certificates  upon  diplo- 
mas, La.,  818;  kindergarten,  certificates  to  grad- 
uates of,  Wis.,  795;  limited  teachers’  examina- 
tions to  graduates  of  , Ohio,  779. 

Technical  and  industrial  schools,  15. 

Technical  education,  aided,  Ala.,  1488;  higher,  1395- 
1487;  fund,  Mass.,  422. 

Technical  objections  to  manner  of  tax  levy,  111.,  D 
625. 

Technical  schools,  miscellaneous,  1488-1490. 

Technical  training,  elementary,  1176-1181. 

Technology,  school  of,  established,  N.  C.,  1489. 

Temperance  instruction.  See  Physiology  and  hy- 
giene, temperance  instruction. 

Temporary  certificates.  See  Teachers’  certificates, 
temporary. 


; others  to  enactment  numbers.] 

Tennessee:  50, 101, 162, 1(3, 164, 165, 256,  257,  258, 
259,  D 260,  308,  D 483,  594,  661,  708,  746,  D 747,  754, 
1074,  1075,  1137,  1262,  1344,  1385,  1441,  1473,  1486, 
1508,  1603. 

Tenure  of  office,  of  superintendent,  Mich.,  27  (2); 
Mo.,  223;  of  teaehers,  N.  J.,  344  (see  also  Teachers’ 
tenure). 

Term,  of  office,  of  school  superintendents,  N.  Mex., 
32;  of  school,  at  least  four  months,  Mich.,  27  (9); 
N.  Dak.,  475;  Oreg.,479;  N.  C.,  D652;  to  be  main- 
tained, Ind.,  631;  of  school  commissioners,  Vt., 
267;  of  teachers’  service,  N.  J.,  344. 

Term  “colored  children,”  defined,  Okla.,  42. 

Territory,  adjacent,  attached  to  school  district,  N. 
Dak.,  346;  annexed,  transfer  of  property,  Ohio, 
349;  embracing  parts  of  different  counties,  Tex., 
D 309. 

Test,  no  denominational,  imposed  on  trustees, 
teachers,  and  students,  Conn.,  1494. 

Texas:  102, 166, 261, 262,  263,  D 309,  D 353,  D 354,  D 
377,  409,  410,  411,  D 412,  448,  530,  595,  596,  D 597, 
662,  663,  D 664,  D 781,  D 782,  823,  963,  D 1102,  1153, 
D 1175,  1178,  1192,  1474,  316-320. 

Texas  Industrial  Institute  and  College  for  the  Edu- 
cation of  White  Girls  in  the  Arts  and  Sciences, 
validating  diplomas,  Tex.,  823. 

Text-books,  Ariz.,  1126;  Mo.,  D 1133;  S.  C.,  1135; 
Wis.,  D 1139;  change  of,  Va.,  108;  contracts,  Ind. 
1129;  W.  Va.,  D 1138;  coimty  uniformity,  Mo., 
1147;  Wis.,  1154;  depositories,  Ind.,  1128,  1129; 
Kans.,  1130;  S.  C.,  D 1136;  depositories,  local 
agents,  Tenn.,  1137;  free,  1139a-1143;  Conn.,  189, 
1140;  Mont.,  1148;  N.  Y.,  1142:  state  aid,  Md.,  1141; 
officers,  illegality  of  sale  by,  Ohio,  1134;  published 
in  the  State  preferred,  La'.,  73;  state  orphan  insti- 
tutions, Cal.,  1568;  state  uniformity  of,  1143-1154; 
Ala.,  1143,  1144,  D 1145;  N.  Mex.,  32;  Nev.,  1149; 
Okla.,  1151;  Tex.,  1153;  S.  Dak.,  100;  supplied,  N. 
Y.,  229  (4). 

Text-books  and  supplies,  1126-1154. 

Theory  and  practice  of  teaching,  issuance  of  certifi- 
cate on  examination  in,  Ohio,  779. 

Time  for  submission  of  reports,  Wyo.,  289. 

Time  of  election  of  school  officers,  Pa.,  304;  Tenn., 
308;  of  superintendent,  N.  II.,  225. 

Time  of  organization  of  boards  of  education,  N.  I., 
226. 

Title  of  school  lands  in  question,  Utah,  413. 

Toledo  University,  board  of  directors,  Ohio,  D 1381. 

Topography  of  the  work,  13. 

Town  school  committees,  Conn.,  188. 

Towns,  union  of,  Vt.,  265. 

Township,  boards  and  their  officers,  182-289;  high 
schools,  111.,  326. 

Trade  schools,  state  aid,  Conn.,  1274  (4). 

Training  of  teachers,  professional,  14,  898-921. 

Training  schools, county  and  local, 922-927;  for  teach- 
ers, N.  C.,  148;  certificates  to  graduates  of,  Ohio, 
779. 

Transfer,  of  children  to  another  school,  Ind.,  512; 
of  funds, collected  for  abandoned  purposes,  Ind., 
513;  of  funds  to  municipalities  for  promotion  of 
education,  Ohio,  D 243;  of  penitentiary  buildings 
and  lands,  Wyo.,  1449;  of  property,  Ohio,  349; 
of  pupils,  Ind.,  987;  N.  Y.,  229  (4);  Mo.,  1002;  of 
school  fund,  Del.,  418;  Minn.,  424;  Cal.,  508;  of 
school  property,  Tenn.,  1508;  of  unused  school 
fund,  Ind.,  631. 

Transportation  of  pupils,  984-1020;  Ind.,  988;  Iowa, 
D 990;  Mass.,  342-344;  Mo.,  1002;  N.  J.,  30;  Okla., 
350;  Wash.,  1018;  to  adjoining  districts,  N.  J., 
1008;  Ohio,  1012,  D 1013;  Pa.,  1014;  board  of  edu- 
cation, unusual  distances,  N.  J.,  D 1009;  common 
schools,  restriction  to,  Me.,  993;  day  and  evening 
schools,  Mass.,  995;  district  funds,  payment  from, 
Ohio,  1010;  high  schools,  Conn.,  985;  high  schools, 
discontinuance,  Mass.,  994;  parents,  compensa- 
tion, Kans.,  992;  Wis.,  1019;  parents  not  re- 
quired of,  N.  TL,  1005;  special  tax  levy,  not  pay- 
able from,  Ind.,  D 989;  state  aid,  Wis.,  1020; 
street  railways,  half  rates,  Mass.,D  996,  D 997,  D 
998;  special  rates,  N.  II.,  1004. 

Traveling  expenses,  of  county  superintendents, 
Minn.,  136;  Mont.,  142;  of  membors  of  county 
board,  Utah,  167. 


INDEX. 


363 


[Figures  in  italics  refer  to  pages 

Treasurer,  county,  commission  allowed,  Va.,  177; 
of  parish  school  funds,  La.,  514;  of  school  district, 
tax  levy  to  include  fee  for  bond,  674. 

Truancy,  child  labor,  1021-1087.  See  also  Attend- 
ance, compulsory. 

Truant  officers,  Cal.,  1025;  Kans.,  1033;  Me.,  207; 
Minn.,  217;  N.  Y.,  229  (2);  Oreg.,  1069;  Pa.,  1071; 
Vt.,  267, 268;  Wis.,  1085;  Wyo.,  1087;  appointment, 
Kans.,  1033;  St.  Louis,  Mo.,  1049. 

Truant  schools,  1610-1617;  Del.,  1026;  Mass.,  1612; 
Mo.,  1049;  changing  name  to  “training”  schools, 
Mass.,  1612;  St.  Louis,  Mo.,  1049. 

Truants,  Cal.,  1023. 

Trustees,  board  of,  vacancies,  Ala.,  117;  county 
high  school,  Kans.,  132;  district,  to  take  census, 
Ariz.,  183;  number  increased,  elected  by  alumni, 
Conn.,  1494;  officers,  teachers,  and  students,  no 
denominational  test,  Conn.,  1494;  of  permanent 
school  fund,  Vt.,  435  (2). 

Tuition,  none  charged  for  primary  schools,  Mich., 
27  (9). 

Tuition  fees,  Ariz.,  984;  Ind.,  512;  Kans.,  991; 
agricultural  college,  Kans.,  1411;  at  school  of  de- 
sign, R.  I.,  1490;  exemptions  from  payment,  Mo., 
1001;  for  transferred  pupils,  Mo.,  1002;  from  non- 
residents, Idaho,  193;  high  schools,  111.,  1227;  high 
schools,  Iowa,  D 15;  high  schools,  payment  by 
towns  not  maintaining,  Conn.,  1226;  fees,  high 
schools,  unconstitutional,  Kans.,  D 1236;  paid  for 
from  school  fund,  N.  C.,  148. 

Tuition  fund,  N.  Dak. , 475.  See  also  Funds,  tuition. 

Tuition  tax,  reduced,  Ind.,  631. 

Tulane  University,  recognition  of  diplomas,  La., 
818. 

Tuskegee  Institute,  examination  of,  Ala.,  1. 

Types,  special,  of  school,  15, 1186-1212. 

U. 

Unclaimed  estates  funds,  Ind.,  419. 

U nconstitutionality  of  high -school  tax,  Nebr., 
D 368. 

Undertaking,  or  bond,  of  superintendent,  N.  Y., 
229  (3). 

Uniform  operation  of  law,  Ga.,  D 323. 

Uniform  schedule  of  salaries,  N.  Y.,  229  (8). 

Uniformity,  established  in  contracting  debts,  N.  C., 
D 583;  in  accounting,  N.  Dak.,  36;  of  system  of 
public  schools,  Term.,  50, 164,  208,  D 483;  of  text- 
books, 1143-1154;  N.  Mex.,  32;  Okla.,  42;  S.  Dak., 
100;  Wash.,  112;  of  system  of  county  government, 
Cal.,  122. 

Union,  of  town  and  school  district,  Vt.,  356;  of 
towns  for  school  purposes,  Vt.,  265;  Me.,  466; 
school  districts,  Minn.,  520;  special  tax  levies, 
Wash.,  670.  See  also  Consolidation. 

United  States  flag,  display.  Cal.,  749;  Ind.,  750; 
Kans.,  751,  1165;  Oreg.,  753;  Tenn.,  754;  Utah, 
755;  in  school,  749-758. 

United  States  grant,  1450-1479. 

Universal  education,  Wis.,  55. 

Universities,  may  be  supported  by  tax,  Ohio,  653; 
state,  appropriations,  Ala.,  1360;  Fla.,  1308; 
Iowa,  1316;  Oreg.,  1341;  Tenn.,  1385;  Wis.,  1393, 
1394;  biological  station,  Cal.,  1364;  board  of  re- 
gents, compensation,  Kans.,  1317;  board  of 
regents,  increasing  members  of,  Okla.,  1383;  board 
of  regents,  requiring  open  meetings,  Nebr.,  1378; 
board  of  regents,  terms  and  qualifications  of 
members,  Minn.,  1373a;  board  of  trustees,  N.  C., 
1380;  board  of  trustees,  appointment  of  addi- 
tional member,  Ga.,  1368;  building  bonds,  Idaho, 
1312;  chancellor,  reducing  salary  of,  Miss.,  1324; 
correspondence  courses,  Wis.,  1203;  engineering 
department,  Minn.,  1375;  farmers’  institutes, 
Cal.,  1206;  farmers’  institutes,  Wyo.,  1212;  fees, 
Utah,  1386;  La.,  1371;  forestry  course,  Minn., 
1373;  funds,  Idaho,  1310;  Wash.,  1351;  funds,  trans- 
fer of,  Wis.,  1355;  granting  corporate  power,  Va., 
1387;  state,  health  laboratory,  N.  Dak.,  1114;  in- 
demnifying Lake  City,  Fla.,  1309;  investigating 
committee,  Ark.,  1361;  land  for  Weather  Bureau 
station,  Minn.,  1372;  land  sales,  Ala.,  1357;  lands, 
Okla. , 1382;  law  and  medicine,  establishing  depart- 
ments of,  Ky.,  1370;  law,  department  of,  abolishing 


; others  to  enactment  numbers.] 

fees,  Wis.,  1391;  medicine,  constituting  state 
college  of,  a department,  Ala.,  1360;  medicine, 
establishing  college  of,  Wis.,  1392;  name,  Nev., 
1379;  nonliability  to  garnishment,  Idaho,  1369; 
normal  departments,  abolishing,  Colo.,  1366; 
normal  department,  creating,  Fla.,  906;  relation 
to  state  board  of  education,  Okla.,  1384;  sale 
of  liquors  near,  Mo.,  740a,  D 740b;  tax  levy,  Nebr., 
D 1330;  tax  levy,  increasing,  Mich.,  1320;  tax 
levy,  special,  constitutional  amendment,  Fla., 
1307;  teachers’  certificates  upon  diploma,  W.  Va., 
826;  Wis.,  796;  treasurer,  Nebr.,  1377;  tuition,  free, 
to  veterans  of  Spanish- American  War,  Minn., 
1374;  Vilas  bequest  to  University  of  Wisconsin, 
267;  visits  of  legislative  committees,  Ga.,  1367. 

Universities  and  colleges,  diplomas,  808-828;  right 
of  eminent  domain,  111.,  678;  right  of  students  to 
vote,  D 1198;  societies,  exempting  property  from 
taxation,  W.  Va.,  1302;  teachers’  certificates, 
validating  diplomas,  Idaho,  809;  teachers’  certifi- 
cates, validating  diplomas,  Iowa,  815;  Nebr.,  821; 
Ohio,  779. 

University,  board  of  regents,  election,  Mich.,  27  (3); 
departments  and  schools  of  education,  898-921; 
extension,  1201-1204;  correspondence  course,  state 
university,  Wis.,  1203. 

University  of  Wisconsin,  Vilas  bequest,  267. 

Unorganized  towns,  Vt.,  357. 

United  States  Government  funds  held  subject  to  act 
of  Congress,  S.  C.,  376. 

Use  of  school  buildings  for  social  and  educational 
purposes,  Wis.,  705. 

Utah:  103,  104,  105,  167,  168,  169,  264,  310,  355,  378, 
413,  449  , 484,  485,  598,  599,  665,  755,  824,  895,  944, 
1159,  1160,  1173,  1179,  1263,  1386,  1442,  1443,  1475, 
1524,  1525,  1542,  1543,  1544,  1604,  1616. 

Utica,  N.  Y.,  providing  for  bond  issue  to  afford  fire 
protection,  N.  Y.,  695. 


y. 


Vacancies  in  school  board,  Ala.,  117;  Iowa,  198; 
N.  J.,  227;  Ohio,  240,  241;  Utah,  264. 

Vacation  schools,  authorizing  cities  to  establish, 
Ohio,  1187;  Boston,  Mass.,  1197b. 

Vacation  schools  and  playgrounds,  1197-1200. 

Vacations,  use  of  schoolhouses  during,  Ind.,  D 681. 

Vaccination  of  pupils,  Ark.,  D 3,  118,  D 1106;  111., 
D 1108;  Mass.,  1109;  N.  C.,  D 1113;  N.  Y.,  D 34, 
D 1112;  Ohio,  D 41, 1115;  Pa.,  D 1117, 1118;  Wis., 
1119;  HI.,  320-322;  N.  C.,  322-324;  N.  Y.,  324-326, 
Pa.,  326-329. 

Validating  gifts  and  grants,  Mich.,  1502. 

Validity  of  teachers’  certificates,  797-807. 

Value,  commercial,  of  substances  found  on  school 
lands,  Tex.,  410. 

Ventilating  system,  in  rural  schools,  Wis.,  492. 

Vermont:  106,  265,  266,  268,  276,  311,  356,  435,  436, 
450,  486,  502,  531,  783,  790,  791,  792,  804,  805,  918, 
925,  945,  1015,  1016,  1076,  1077,  1161,  1265,  D 1266, 
1344a,  1345,  1444,  1445,  1476,  1487,  1509,  1529,  1530, 
1545,  1605. 

Vilas,  Col.  William  F.,  bequest  to  University  of 
Wisconsin,  267. 

Violation,  of  board’s  rules  by  pupils,  Iowa,  D 16; 
of  code,  liquor  selling,  Iowa,  D 329;  of  constitution 
or  civil  code,  Ga.,  D 11. 

Virginia:  51,  52, 107, 108, 170,  171, 172, 173, 174, 175, 
176,  177,  178,  269,  270,  271,  272,  273,  358,  359,  D 379, 
487,  488,  503, 532,  533,  534,  600, 666,  667,  668,  709,  710, 
727,  853,  896,  919,  926,  964,  1017,  1078,  1079,  1125, 
1180, 1189,  1301,  1346,  1347, 1348, 1387,  1446,  D 1447, 
1477,  1482,  1510,  1511,  1526. 

Visitors,  state  board  of,  Minn.,  78. 

Visits  to  schools  by  county  superintendent,  Ariz., 
119. 

Vocational  training.  See  Industrial  education. 

Vote,  for  a relative,  a punishable  offense,  Okla.,  43; 
of  the  people  authorized  building,  111.,  D 628;  of 
the  people  authorized  installing  a heating  plant, 
111.,  D 628;  on  bond  issue,  Minn.,  D 574. 

Voters,  qualified,  approval  of,  Mass.,  210;  qualifica- 
tion of  Mich.,  297. 

I Voting  for  special  school  taxes,  S.  C.,  658 


364  STATE  SCHOOL  SYSTEMS:  LEGISLATION,  ETC.,  1906-8. 


[Figures  in  italics  refer  to  pages 

w. 

Warrants,  discounted,  Va.,  51;  indorsed  by  division 
superintendents,  Va.,  171;  upon  State  paid  by 
city  treasurer,  Va.,  534. 

Washington:  53, 109, 110,  111,  112, 113, 179, 274,  275, 
360,  380,  414,  415,  416,  417,  437,  438,  451,  535,  536, 
601,  602,  603,  604,  669,  670,  701,  711,  D 728,  757,  784, 
785,  786,  787,  793  , 794,  805,  825,  920,  946,  965,  983, 
1018,  1081,  1082,  D 1098,  D 1099,  1349,  1350,  1351, 
1352,  D 1353,  1388,  1448,  1478,  1606. 

Water  for  schools,  right  to  secure  through  condem- 
nation, N.  C.,  720. 

Watervliet,  N.  Y.,  teachers’  pensions,  N.  Y.,  888. 

Waterways,  public,  facilitated,  La.,  202. 

Weather  station  observatory,  Mich.,  1417. 

Wells,  artesian,  on  school  lands,  S.  Dak.,  407. 

West  Virginia:  54,  180,  276,  277,  361,  452,  489,  504, 
606,  671,  672,  826,  827,  828,  871,  D 1138,  1268,  1302, 
1354,  1512. 

West  Virginia  Colored  Institute,  validating  diplo- 
mas, W.  Va.,  828. 

Whitman  College,  charter,  Wash.,  D 1353. 

Wisconsin:  55,  D 56, 114, 115, 181,  279,  280,  281,  282, 
283,  284,  285,  D 286,  D 287,  D 288,  312,  D 313,  D 381, 
490,  491,  492,  505,  506,  507,  607,  608,  609,  610,  673, 


; others  to  enactment  numbers.] 

674,  675,  702,  703,  704,  705,  712,  729,  730,  731,  748 
758,  795,  796,  807,  829,  897,  921,  927,  966,  974,  1019, 
1020, 1085, 1086,  1100,  1104, 1119,  D 1139,  1154, 1163, 
1181,  1200,  1201,  1202,  1203,  1204,  1211,  1269,  D 1270, 
1293,  1294,  1295,  1296,  1355,  1389,  1390,  1391,  1392, 
1393,  1394,  1513,  1546,  1557,  1607,  1608,  1617,  833- 
336. 

Wisconsin  Teachers’  Association,  printing  proceed- 
ings of,  Wis.,  829. 

Withholding  moneys  from  school  districts,  penalty 
for,  Okla.,  372;  state  school,  N.  Dak.,  475. 

W omen,  notexcluded  from  voting  on  issue  o f bonds, 
Wis.,  D 313;  qualifications  at  school  elections, 
Vt.,  311. 

Worcester,  Mass.,  control  of  janitors  by  school  com- 
mittee, Mass.,  719a. 

W or  king  capital  for  industries  of  commission  for  the 
blind,  Mass.,  1551. 

Workshops  and  factories,  chief  inspector  of,  to  in- 
spect schoolhouses,  Ohio  721. 

Wyoming:  289,  382,  537,  788,  1087,  1212,  1271,  1272, 
D 1356,  1449,  1479,  1527,  1609. 

Y. 

Year,  school.  See  School  term  and  Term. 


O 


UNITED  STATES  BUREAU  OF  EDUCATION 

BULLETIN,  1908:  NO.  8 WHOLE  NUMBER  397 


STATISTICS  OF  STATE  UNIVERSITIES  AND 
OTHER  INSTITUTIONS  OF  HIGHER 
EDUCATION  PARTIALLY  SUP- 
PORTED BY  THE  STATE 

FOR  THE  YEAR  ENDED 
JUNE  30,  1908 


WASHINGTON 

GOVERNMENT  PRINTING  OFFICE 
1909 


STATISTICS  OF  STATE  UNIVERSITIES  AND  OTHER 
INSTITUTIONS  OF  HIGHER  EDUCATION  PAR- 
TIALLY SUPPORTED  BY  THE  STATE, 

FOR  THE  YEAR  ENDED  JUNE  30,  1908. 


The  list  of  82  institutions  included  in  these  tables  is  not  sharply 
defined.  In  general  it  includes,  in  addition  to  fully  organized  state 
and  territorial  universities,  such  other  institutions  of  higher  education 
as  are  supported,  at  least  in  part,  by  the  several  States.  It  does  not 
include  state  normal  schools  nor  high  schools.  Of  the  82  institutions 
in  the  list,  51  receive  also  federal  support  under  the  Morrill  Act  of 
1890  and  the  Nelson  amendment  of  1907.  There  are  17  other  insti- 
tutions, not  included  in  the  tables,  which  enjoy  the  benefit  of  these 
congressional  appropriations. 

Table  1 presents  certain  items  respecting  the  student  body  and  the 
teaching  force  of  the  institutions  enumerated.  Table  2 deals  with 
teachers’  salaries  and  with  the  income  of  the  several  institutions,  dis- 
tributed according  to  its  chief  sources.  Table  3 gives  other  fiscal 
items  concerning  which  questions  are  frequently  raised.  The  incom- 
pleteness of  Table  3 is  due  to  the  fragmentary  character  of  the  reports 
furnished  to  this  office. 


3 


4 

i 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

21 

22 

23 

24 

25 

26 

27 

28 

29 

30 

31 

32 

33 

34 

35 

36 

37 

38 

39 

40 

41 

42 

43 

44 

45 

46 

47 

48 

49 

50 

51 

52 

53 

54 


STATISTICS  OF  STATE  UNIVERSITIES. 


Location. 


Auburn,  Ala 

University,  Ala 

Tucson,  Ariz 

Fayetteville,  Ark 

Berkeley,  Cal 

Boulder,  Colo 

Fort  Collins,  Colo 

Golden,  Colo 

Storrs,  Conn 

Dover,  Del 

Newark,  Del 

Gainesville,  Fla 

Athens,  Ga 

Atlanta,  Ga 

Dahlonega,  Ga 

Moscow,  Idaho 

Urbana,  111 

Bloomington,  Ind 

Lafayette,  Ind 

Ames,  Iowa 

Iowa  City,  Iowa 

Lawrence,  Kans 

Manhattan,  Kans 

Lexington,  Ky 

Baton  Rouge,  La 

Orono,  Me 

College  Park,  Md 

Amherst,  Mass 

Ann  Arbor,  Mich 

East  Lansing,  Mich. .. 

Houghton,  Mich 

Minneapolis,  Minn 

Agricultural  College, 
Miss. 

Alcorn,  Miss 

University,  Miss 

Columbia,  Mo 

Bozeman,  Mont 

Butte,  Mont 

Missoula,  Mont 

Lincoln,  Nebr 

Reno,  Nev 

Durham,  N.  II 

New  Brunswick,  N.  J. 
Agricultural  College, 
N.  Mex. 

Albuquerque,  N.  Mex. 

Socorro,  N.  Mex 

Ithaca,  N.  Y 

Chapel  Hill,  N.  C 

Greensboro,  N.  C 

West  Raleigh,  N.  C. . . 

Agricultural  College, 
N.  Dak. 

University,  N.  Dak... 

Athens,  Ohio 

Columbus,  Ohio 


Table  1. — Students  and  teaching  force  in 


Name. 


Alabama  Polytechnic  Institute 

University  of  Alabama 

University  of  Arizona 

University  of  Arkansas 

University  of  California 

University  of  Colorado 

State  Agricultural  College 

Colorado  School  of  Mines 

Connecticut  Agricultural  College 

State  College  for  Colored  Students 

Delaware  College 

University  of  the  State  of  Florida 

University  of  Georgia 

Georgia  School  of  Technology 

North  Georgia  Agricultural  College 

University  of  Idaho 

University  of  Illinois 

Indiana  University 

Purdue  University 

Iowa  State  College  of  Agriculture  and 
Mechanic  Arts. 

State  University  of  Iowa 

University  of  Kansas 

Kansas  State  Agricultural  College 

State  University 

Louisiana  State  University  and  Agricul- 
tural and  Mechanical  College. 

University  of  Maine 

Maryland  Agricultural  College 

Massachusetts  Agricultural  College 

University  of  Michigan 

Michigan  State  Agricultural  College 

Michigan  College  of  Mines 

University  of  Minnesota 

Mississippi  Agricultural  and  Mechanical 
College. 

Alcorn  Agricultural  and  Mechanical  Col- 
lege. 

University  of  Mississippi 

University  of  Missouri 

Montana  College  of  Agriculture  and 
Mechanic  Arts. 

Montana  State  School  of  Mines 

University  of  Montana 

University  of  Nebraska 

University  of  Nevada 

New  Hampshire  College  of  Agriculture 
and  Mechanic  Arts. 

Rutgers  College 

New  Mexico  College  of  Agriculture  and 
Mechanic  Arts. 

University  of  New  Mexico 

New  Mexico  School  of  Mines 

Cornell  University 

University  of  North  Carolina 

Agricultural  and  Mechanical  College  for 
the  Colored  Race. 

North  Carolina  College  of  Agriculture 
and  Mechanic  Arts. 

North  Dakota  Agricultural  College 

State  University  and  School  of  Mines — j 

Ohio  University 

Ohio  State  University I 


Total  enrollment,  count- 
ing none  twice. 

I In  liberal  arts,  includ- 
ing general  science. 

1 

2 

617 

232 

573 

247 

237 

42 

1,220 

365 

3,305 

1,453 

961 

532 

478 

95 

349 

257 

118 

48 

188 

26 

103 

36 

502 

291 

562 

253 

105 

419 

90 

4,376 

803 

2,051 

1,750 

1,905 

138 

2,383 

166 

2,315 

712 

2,063 

899 

2,192 

129 

791 

125 

545 

26 

776 

121 

240 

17 

252 

4,554 

1,710 

1,191 

266 

4,421 

1,690 

1,015 

542 

103 

360 

249 

2,536 

877 

419 

40 

76 

291 

124 

3,237 

1,218 

347 

68 

196 

22 

390 

71 

321 

19 

156 

56 

34 

3,734 

820 

790 

467 

194 

40 

470 

986 

25 

644 

125 

942 

130 

2,256 

630 

STATISTICS  OF  STATE  UNIVERSITIES. 


5 


and  other  state-aided  institutions  of  higher  education. 


Enrollment  of  students. 

Teaching  force. 

In  domestic  science. 

In  training  courses  for 
teachers. 

In  preparatory  depart-  J 
ment. 

In  all  special  courses. 

In  graduate  studies. 

In  professional  departments. 

In  summer 
schools. 

Not  teaching  in  profes- 
sional or  preparatory 
departments. 

Additional  in  profes- 
sional departments. 

Additional  in  prepara- 
tory department. 

Law. 

Medicine. 

Dentistry. 

Pharmacy. 

Veterinary  sur- 
gery. 

Total. 

Number  of  these 
in  regular  col- 
lege work. 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

72 

19 

45 

7 

1 

4 

67 

170 

23 

23 

26 

167 

6 

9 

9 

16 

24 

11Q 

420 

62 

55 

175 

24 

60 

82 

89 

536 

319 

69 

26 

69 

45 

180 

81 

37 

83 

52 

129 

73 

67 

75 

162 

49 

9 

18 



27 

94 

1 

21 

8 

62 

4 

3 

36 

1 

22 

1 

31 

3 

16 

3 

75 

15 

323 

2 

33 

6 

185 

37 

12 

42 

10 

140 

8 

6 

8 

46 

174 

2 

24 

12 

4 

102 

377 

203 

186 

476 

76 

259 

367 

351 

151 

13 

92 

204 

68 

729 

75 

17 

13 

35 

61 

89 

135 

4 

72 

232 

14 

108 

643 

120 

4 

20 

370 

177 

247 

213 

309 

181 

54 

344 

344 

78 

72 

102 

186 

101 

94 

289 

289 

100 

17 

320 

662 

25 

55 

92 

7 

20 

19 

115 

208 

29 

264 

120 

52 

3 

5 

27 

11 

15 

29 

21 

97 

21 

93 

36 

58 

11 

35 

3 

21 

2 

42 

7 

210 

40 

216 

791 

472 

168 

101 

1,070 

392 

198 

206 

6 

86 

8 

34 

32 

808 

107 

486 

172 

176 

99 

1,040 

262 

115 

66 

48 

326 

64 

4 

356 

37 

6 

125 

439 

5 

16 

53 

17 

185 

19 

6 

54 

318 

118 

237 

65 

452 

142 

92 

94 

31 

109 

146 

4 

31 

2 

1 



9 

74 

13 

7 

30 

20 

184 

136 

130 

183 

127 

33 

258 

258 

25 

2 

40 

19 

161 

1 

24 

10 

30 

135 

59 

3 

35 

11 

5 

185 

25 

5 

28 

3 

100 

8 

6 

14 

6 

1 

249 

206 

320 

82 

841 

372 

208 

340 

23 

99 

114 

47 

81 

45 

64 

30 

38 

80 

103 

12 

1 

15 

104 

15 

42 

854 

6 

66 

22 

2 

33 

94 

213 

6 

80 

20 

271 

24 

34 

25 

7 

152 

578 

6 

678 

250 

38 

5 

12 

94 

28 

60 

138 

63 

425 

140 

20 

l 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

21 

22 

23 

24 

25 

26 

27 

28 

29 

30 

31 

32 

33 

34 

35 

36 

37 

38 

39 

40 

41 

42 

43 

44 

45 

46 

47 

48 

49 

50 

51 

52 

63 

54 


6 


STATISTICS  OF  STATE  UNIVERSITIES, 


Table  1. — Students  and  teaching  force  in  state  universities 


I vocation. 


Oxford,  Ohio 

Norman.  Okla 

Stillwater,  Okla 

Corvallis,  Oreg 

Eugene,  Oreg 

State  College,  Pa 

Kingston,  It.  I 

Charleston,  S.  C 

Clemson,  S.  C 

Columbia,  S.  C 

Brookings,  S.  Dak. .. 
Rapid  City,  S.  Dak. . 
Vermilion,  S.  Dak. . . 

Knoxville,  Term 

Austin,  Tex 

College  Station,  Tex. 

Logan,  Utah 

Salt  Lake  City,  Utah 
Burlington,  Vt 

Blacksburg,  Va 

Charlottesville,  Va. .. 

Lexington,  Va 

Williamsburg,  Va 

Pullman,  Wash 

Seattle,  Wash 

Morgantown,  W.  Va 

Madison,  Wis 

Laramie,  Wyo 


Name. 


Miami  University 

University  of  Oklahoma 

Oklahoma  Agricultural  and  Mechanical 
College. 

Oregon  State  Agricultural  College 

University  of  Oregon 

Pennsylvania  State  College 

Rhode  Island  College  of  Agriculture  and 
Mechanic  Arts. 

South  Carolina  Military  Academy 

Clemson  Agricultural  College 

University  of  South  Carolina 

South  Dakota  Agricultural  College 

South  Dakota  State  School  of  Mines 

University  of  South  Dakota 

University  of  Tennessee 

University  of  Texas 

Agricultural  and  Mechanical  College  of 
Texas. 

Agricultural  College  of  Utah 

University  of  Utah 

University  of  Vermont  and  Agricultural 
College. 

Virginia  Polytechnic  Institute 

University  of  Virginia 

Virginia  Military  Institute 

College  of  William  and  Mary 

State  College  of  Washington 

University  of  Washington 

West  Virginia  University 

University  of  Wisconsin 

University  of  Wyoming 


Enrollment  of  students. 


Total  enrollment,  count- 
ing none  twice. 

In  liberal  arts,  includ- 
ing general  science. 

In  engineering. 

In  agriculture. 

j In  forestry. 

1 

2 

3 

4 

5 

1,077 

345 

743 

194 

53 

1,064 

94 

112 

108 

I 

1,156 

346 

106 

10 

714 

304 

105 

1,151 

98 

715 

70 

18 

153 

22 

61 

18 

168 

690 

13 

333 

262 

280 

192 

525 

48 

74 

19 

93 

48 

424 

41 

755 

156 

141 

136 

1,837 

934 

315 

623 

539 

84 

687 

270 

10 

233 

49 

853 

250 

190 

497 

130 

179 

34 

567 

51 

374 

59 

788 

117 

318 

318 

238 

138 

1,244 

253 

478 

122 

1,396 

688 

378 

927 

207 

136 

102 

3,585 

1,559 

906 

680 

137 

29 

42 

12 

STATISTICS  OF  STATE  UNIVERSITIES, 


7 


and  other  state-aided  institutions  of  higher  education — Continued. 


Enrollment  of  students. 


In  domestic  science. 

In  training  courses  for 
teachers. 

In  preparatory  depart- 
ment. 

In  all  special  courses. 

In  graduate  studies. 

In  professional  departments. 

In  summer 
schools. 

Law. 

Medicine. 

Dentistry. 

Pharmacy. 

Veterinary  sur- 
gery. 

Total. 

Number  of  these 
in  regular  col- 
lege work. 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

126 

103 

152 

583 

251 

263 

3 

15 

51 

135 

163 

401 

124 

351 

141 

351 

15 

63 

9 

98 

88 

25 

8 

81 

156 

5 

2 

18 

37 

2 

82 

53 

35 

21 

183 

152 

8 

20 

190 

45 

49 

54 

3 

56 

3 

36 

19 

140 

5 

49 

131 

46 

17 

2,087 

301 

103 

32 

308 

199 

48 

625 

364 

4 

100 

515 

61 

2 

52 

80 

9 

54 

177 

286 

4 

22 

32 

10 

1 

152 

40 

8 

14 

21 

33 

239 

106 

908 

411 

340 

100 

85 

82 

375 

51 

206 

91 

40 

128 

61 

235 

64 

160 

159 

16 

113 

33 

282 

84 

73 

150 

232 

157 

25 

32 

661 

233 

12 

28 

25 

17 

18 

41 

Teaching  force. 


h 


flog 

c'i  H 


S P< 
.2  & 
C/3  rO 


18 


54 

22 

31 

35 

51 

112 

23 

9 

13 
18 
39 

14 
26 
68 
62 


16 

45 

43 

56 

48 

21 

11 

66 

88 

44 
360 

12 


g 12 

CL  Cl 

a 


ft 

CD 
C3  •xj 

2 -a 

31 

<5 


42 


33 


37 


cd  a 

o ^ 

•sa 


20 


18 


\ 


8 

i 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

21 

22 

23 

24 

25 

26 

27 

28 

29 

30 

31 

32 

33 

34 

35 

36 

37 

38 

39 

40 

41 

42 

43 

44 

45 

46 

47 

48 

49 

50 

51 

52 

53 

54 

55 

56 

57 


STATISTICS  OF  STATE  UNIVERSITIES 


Table  2. — Teachers ’ salaries  and  income  in  state  universities 


Teachers’  salaries. 


Maximum  salaries. 


Name. 


Alabama  Polytechnic  Institute 

University  of  Alabama 

University  of  Arizona 

University  of  Arkansas 

University  of  California 

University  of  Colorado 

State  Agricultural  College,  Colorado 

Colorado  School  of  Mines 

Connecticut  Agricultural  College 

State  College  for  Colored  Students,  Delaware 

Delaware  College 

University  of  the  State  of  Florida 

University  of  Georgia 

Georgia  School  of  Technology 

North  Georgia  Agricultural  College 

University  of  Idaho 

University  of  Illinois 

Indiana  University 

Purdue  University,  Indiana 

Iowa  State  College  of  Agriculture  and  Mechanic 
Arts. 

State  University  of  Iowa 

University  of  Kansas 

Kansas  State  Agricultural  College 

State  University,  Kentucky 

Louisiana  State  University  and  Agricultural  and 
Mechanical  College. 

University  of  Maine 

Maryland  Agricultural  College 

Massachusetts  Agricultural  College 

University  of  Michigan 

Michigan  State  Agricultural  College 

Michigan  College  of  Mines 

University  of  Minnesota 

Mississippi  Agricultural  and  Mechanical  College.. 
Alcorn  Agricultural  and  Mechanical  College, 
Mississippi. 

University  of  Mississippi 

University  of  Missouri 

Montana  College  of  Agriculture  and  Mechanic 
Arts. 

Montana  State  School  of  Mines 

University  of  Montana 

University  of  Nebraska 

University  of  Nevada 

N.  H.  College  of  Agriculture  and  Mechanic  Arts. . . 

Rutgers  College,  New  Jersey 

New  Mexico  College  of  Agriculture  and  Mechanic 
Arts. 

University  of  New  Mexico 

New  Mexico  School  of  Mines 

Cornell  University,  New  York 

University  of  North  Carolina 

Agricultural  and  Mechanical  College  for  the  Col- 
ored Race,  North  Carolina. 

North  Carolina  College  of  Agriculture  and  Me- 
chanic Arts. 

North  Dakota  Agricultural  College 

State  University  and  School  of  Mines,  North 
Dakota. 

Ohio  University 

Ohio  State  University 

Miami  University,  Ohio 

1 diversity  of  Oklahoma 

Oklahoma  Agricultural  and  Mechanical  College. . 


Presi- 

dent. 


21 


83, 200 

3.000 

4.000 

4.000 

10,000 

5.000 


5,500 

3,600 

1,200 

3,000 

2,750 

3,600 


2,600 

4. 000 

10,000 

5.000 
.5,000 

5.000 

6.000 
6,000 

4.000 

5.000 
3,600 

5.000 

3.000 

4. 000 

7.000 

5.000 


7.500 

3.500 


5.000 

6.000 

3.500 

3.000 

4.500 

6.000 
3,600 
4,000 

4.000 
3,600 

2.500 

2.000 

10,000 

4.000 
1,800 

3.000 

4,800 

4.000 

5.000 

6.000 

5.000 

4.000 

3.000 


Pro- 

fessor 


22 


$2,500 

1,800 

2,100 

2,000 

5,000 

2,500 


3,000 

3,000 

480 

3,000 

1,800 

3,000 


1.500 
1,800 
4,000 

2.500 
4,000 

4.000 

3,400 

2,200 

2,100 

2. 000 
2, 200 

2,000 

1,800 

2,600 

3.500 
3,000 


3.500 
2,000 
1,200 

2.500 

4.000 
2, 400 

3.000 

4.100 

3.000 
2,400 

2.500 
3,600 
1,900 

1.500 

1.500 

5.000 

2.000 
1,200 

2,250 

2,550 

2,250 

2.500 
2,500 

2.100 
2,250 
2,000 


Asso- 

ciate 

pro- 

fessor. 


23 


$1,800 

1,800 


1,400 

2,700 


360 

1,750 


2,000 


1,200 

1,650 

2,300 

2,000 

1,800 

2,000 


1,700 

‘i’800 


1,500 
1,500 
2, 100 
2,200 
2,050 


3,000 

1,500 


2,000 

'MOO 


1,700 

1,800 

1,800 

1,600 

1,800 

1,300 

1,200 


1,500 


1,700 

1,800 

1,900 

1,900 

2,000 

1,500 

1,400 


Assist- 

ant 

pro- 

fessor. 


24 


$1,600 
1,500 
1,500 
1,000 
2, 200 
1,400 


2,000 


1,200 

1,080 

1,500 


2,250 

1,400 

1,500 

1,800 

1,800 

1,300 

1,500 

1,500 

1,500 

1,200 

1,500 

2,000 

1,800 

1,500 


2.500 
1,200 
1,000 

1,800 

2,000 

1.500 

2,000 


1,500 

1,500 

1,300 


1,000 

'2,'66o 


720 

1,500 

1,600 

700 

1,500 

1,700 

1,500 


1,200 


In- 

struct- 

or. 


25 


$900 

1,000 

1,200 

750 

1,600 

1,000 


1,400 

1,300 


1,000 

800 

1,200 


650 

1,300 

1,500 

1,200 

1,200 

1,200 

1,000 

900 

1,100 

900 


1,000 

900 

1,300 

1,400 

1,200 


1,800 

1,000 

500 

900 

1,500 

1,200 

1,500 

1,200 

1,300 

900 

1,000 

1,800 

1,200 

800 

1,000 

1,000 

1,000 

600 

1,500 

1,200 

1,500 

1,200 

1,300 

1,000 

1,350 

1,200 


Tutors 

and 

others. 


26 


$300 

200 


600 

400 


900 

900 


600 


650 

333 

500 


800 

500 


600 


500 


600 

800 


600 

900 

500 


1,000 

900 


900 

500 

300 


800 


1,000 

800 

80 

900 

1,000 


STATISTICS  OF  STATE  UNIVERSITIES. 


9 


und  other  state-aided  institutions  of  higher  education. 


Teachers’ 

salaries. 

Income. 

Hous 

addit 

sala 

Presi- 

dent. 

es  in 
on  to 
ries. 

Pro- 

fessors. 

From 

productive 

funds. 

Student 

pay- 

ments. 

From  the 
United 
States,  a 

Special 
state  ap- 
propria- 
tion. 

Regular 
state  ap- 
propria- 
tion. 

1 

From  all 
other 
sources. 

Grand 
total  for 
the  year. 

27 

28 

29 

30 

31 

32 

33 

34 

$20, 280 

$4, 112 

$39,825 

$86,500 

$34, 700 

$8,004 

$193, 421 

Yes. 

Yes. 

37,518 

26, 123 

95,273 

78,500 

2,500 

239, 914 

Yes. 

No. 

15, 196 

54, 000 

20,000 

33,000 

15,806 

138, 002 

3,900 

15,950 

61,000 

50,000 

75,000 

205, 850 

Yes. 

1 

221,758 

89, 803 

54,000 

174, 797 

483,589 

1,020,286 

2,044,233 

Yes. 

21,000 

100, 000 

145,000 

11,000 

277,000 

61,944 

34, 134 

69, 780 

9,934 

175, 792 

Yes. 

No. 

35,701 

35,000 

84,017 

9,364 

164,082 

No. 

No. 

4,800 

30,000 

48, 750 

36,500 

26,800 

21, 103 

167,953 

Yes. 

1 

5,000 

6,000 

2,500 

13,500  ! 

No. 

No. 

4,980 

9’  252 

48,000 

62,232 

8,322 

43, 994 

5,911 

19,329 

77,556 

Yes. 

26,404 

10,835 

30,000 

50,000 

37,500 

8,306 

163,039 

51,500 

62,500 

114,000 

No. 

No. 

lj  500 

2,000 

21,500 

25,000 

No. 

No. 

27,000 

54, 000 

85,000 

13,850 

2,513 

182,363 

Yes. 

No. 

40,000 

205,961 

86,420 

596,445 

450,000 

29,937 

1,408,763 

34,943 

14,500 

99, 475 

163, 299 

10, 193 

322, 410 

17, 000 

64,932 

54, 000 

43, 403 

190, 285 

58,539 

428, 159 

1 

8 

35,375 

52,624 

54,000 

77,545 

376, 838 

60, 110 

656,492 

No. 

No. 

12,629 

70,567 

173,500 

264,667 

51,116 

572, 479 

7,200 

31,325 

121,414 

246,000 

405, 939 

27, 110 

14/447 

54, 000 

161,250 

140,000 

396, 807 

8,645 

7,820 

49, 650 

20,000 

70, 818 

3,486 

160, 419 

Yes. 

No. 

13,609 

54,346 

44, 150 

25, 000 

4,072 

141, 177 

Yes. 

No. 

4,000 

53,908 

54,000 

90, 000 

65,000 

12, 862 

279, 770 

5,797 

28,244 

54, 000 

30,000 

15,000 

11,715 

144,  756 

Yes. 

No. 

14,263 

3,494 

44,000 

47, 400 

37, 838 

22, 742 

169. 738 

Yes. 

No. 

38,487 

322,854 

38,487 

99,000 

520,865 

142, 704 

1, 162, 397 

Yes. 

29, 667 

123, 712 

15,000 

116, 820 

79, 405 

364,  604 

31,690 

75,000 

60, 000 

166. 690 

140, 000 

110,345 

634,912 

394,500 

145, 227 

1,424,984 

Yes. 

Yes. 

91,308 

53,614 

112,250 

65,946 

750 

323, 868 

12,592 

16, 710 

14,773 

16,000 

8,000 

68, 075 

Yes. 

Yes. 

42,000 

10,000 

64,000 

46,000 

5,000 

167,000 

Yes. 

No. 

63,212 

54,399 

52, 125 

60,024 

368,037 

42, 400 

640, 197 

No. 

No. 

4,588 

62,000 

63,500 

32, 500 

162. 588 

760 

59, 000 

30, 400 

90, 160 

No. 

No. 

33, 444 

3,898 

30,000 

57,555 

800 

125,697 

42,000 

55,526 

54,000 

48, 750 

329, 413 

45,000 

574, 689 

2,800 

54,000 

30,000 

42,500 

3,400 

132,700 

Yes. 

No. 

8,292 

3,696 

54,000 

34,000 

13,000 

66,960 

179,948 

Yes. 

No. 

30,677 

14,899 

54,000 

25,000 

21,460 

36,475 

182,511 

5,129 

2,051 

54,000 

13,586 

10,740 

85,506 

4,803 

4,376 

22,500 

31,679 

No. 

No. 

300 

15,000 

15,000 

30,300 

Yes. 

428,836 

436,035 

52,050 

87,127 

180,000 

317,037 

1,501,085 

Yes. 

No. 

15,485 

51,819 

25,000 

70,000 

12,719 

175,023 

5,412 

9,900 

8,925 

10,000 

5,089 

39,326 

No. 

No. 

7,500 

55,459 

44,100 

76,000 

32,000 

7,325 

222,384 

No. 

No. 

4,700 

99,935 

45,669 

5,649 

155,953 

Yes. 

No. 

37,437 

17,851 

74,000 

79,487 

2,134 

210,909 

No. 

No. 

6,604 

13,949 

92,991 

10,294 

5,965 

129,803 

Yes. 

No. 

49,148 

55,991 

30,000 

180,641 

353,023 

64,693 

733,496 

Yes. 

6,276 

15,707 

72,169 

88,450 

33,663 

216,265 

9,052 

200,000 

100,451 

309,503 

3,331 

2,060 

51,000 

30,000 

66,089 

152,480 

« Includes  all  federal  aid— income  from  land  grants.,  the  Morrill,  Hatch,  and  Adams  funds. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

21 

22 

23 

24 

25 

26 

27 

28 

29 

30 

31 

32 

33 

34 

35 

36 

37 

38 

39 

40 

41 

42 

43 

44 

45 

46 

47 

48 

49 

50 

51 

52 

53 

54 

55 

56 

57 


58 

59 

60 

61 

62 

63 

64 

65 

66 

67 

68 

69 

70 

71 

72 

73 

74 

75 

76 

77 

78 

79 

80 

81 

82 


STATISTICS  OF  STATE  UNIVERSITIES, 


Table  2. — Teachers’  salaries  and  income  in  state  universities 


Teachers’  salaries. 


Maximum  salaries. 


Name. 


Oregon  State  Agricultural  College 

University  of  Oregon 

Pennsylvania  State  College 

Rhode  Island  College  of  Agriculture  and  Mechanic 
Arts. 

South  Carolina  Military  Academy 

Clemson  Agricultural  College,  South  Carolina 

University  of  South  Carolina 

South  Dakota  Agricultural  College 

South  Dakota  State  School  of  Mines 

University  of  South  Dakota 

University  of  Tennessee 

University  of  Texas 

Agricultural  and  Mechanical  College  of  Texas 

Agricultural  College  of  Utah 

University  of  Utah 

University  of  Vermont  and  State  Agricultural 
College. 

Virginia  Polytechnic  Institute 

University  ol  Virginia 

Virginia  Military  Institute 

College  of  William  and  Mary,  Virginia 

State  College  ot  Washington 

University  of  Washington 

West  Virginia  University 

University  of  Wisconsin 

University  of  Wyoming 


Presi- 

dent. 

Pro- 

fessor. 

Asso- 

ciate 

pro- 

fessor. 

Assist- 

ant 

pro- 

fessor. 

In- 

struct- 

or. 

Tutors 

and 

others. 

21 

22 

23 

24 

25 

26 

$5,000 

§2,000 

$1,400 

$1,400 

4,000 

2,000 

$1,600 

1,400 

1,000 

4,000 

3,000 

2,000 

2,000 

1,500 

$1,200 

3,000 

2,200 

900 

2,500 

1,700 

1,200 

500 

3,500 

1,900 

1,700 

1,500 

1,200 

900 

3,500 

2,000 

1,500 

1,200 

800 

500 

3,200 

1,800 

1,600 

1,200 

1,000 

450 

2,800 

1,800 

1,200 

4,000 

1,860 

1,200 

900 

4,500 

2,200 

1,600 

1,500 

1,200 

400 

5,000 

3,030 

2,400 

2,250 

1,600 

840 

4.000 

2,500 

1,800 

1,500 

1.200 

4;  000 

2,000 

1,400 

1,300 

l',200 

900 

5,000 

2,200 

2,000 

1,600 

1,200 

3,850 

2,200 

1,800 

1,500 

800 

5,000 

1,800 

1,400 

1.200 

600 

250 

5,000 

3,300 

1,500 

1,800 

1,000 

300 

4,000 

2,000 

800 

2,760 

1.800 

1,200 

1,000 

600 

5,000 

2 >00 

1,800 

1,500 

1,200 

800 

5,000 

2,250 

1,800 

1,000 

1,200 

300 

4,200 

2,500 

1,800 

1,600 

1,200 

800 

7,000 

4,000 

2,500 

2,200 

1,400 

1,000 

4,000 

1,900 

1,200 

900 

STATISTICS  OF  STATE  UNIVERSITIES. 


11 


and  other  state-aided  institutions  of  higher  education — Continued. 


Teachers’ 

salaries. 


Income. 


Houses  in 
addition  to 
salaries. 


Presi- 

dent. 


From 

productive 

funds. 

Pro- 

fessors. 


Student 

pay- 

ments. 


From  the 
United 
States. 


Special 
state  ap- 
propria- 
tion. 


Regular 
state  ap- 
propria- 
tion. 


27 


28 


1 


29 


31 


32 


8 

1 


$11,350 

8,200 


$8,257 

5,000 

95,501 

24,406 


$54,000 


85,020 

56,500 


$130,000 


321,530 

60,858 


$44,750 

125,000 


25,000 


Yes. 

Yes. 

1 

No. 

Yes. 

Yes. 

11 

No. 

9,266 

9,007 

1,363 

4,380 

26,303 

131,903 

13,280 

Yes. 

No. 

Yes. 

Yes. 

Yes. 

3 

No. 

No. 

19,905 

Yes. 

No. 

22,818 

25,000 

65,263 

9,418 

7,887 

2,606 

11,695 

20,583 

20,892 

96,565 

5,570 

16,749 

32,314 


39,000 


72,845 


54,000 


55,250 

61,282 


63,130 


37,500 


10,000 


16,500 

36.000 

26.000 


103,200 


25.000 
168,115 

53,438 

38.000 

31.000 
69,500 

24.000 
105,500 

74,085 

60.000 
172,299 

6,000 


Yes. 

Yes. 

Yes. 

11 

43,681 

Yes. 

Yes. 

3,341 

Yes. 

No. 

6,428 

10,000 

96,369 

78,654 

102,246 

14,652 

12,957 


64,658 


54,000 


Yes 

Yes 


No. 

3 


6,500 

26,912 

4,845 


25,525 

148,919 

1,035 


48.000 

54.000 
54,000 


34.000 

33.000 


10,000 

370,500 

300,000 

35,200 

139,875 

16,107 


56.667 

76.667 
36,650 
36,7l9 

217,254 

202,000 

89,500 

687,657 

28,144 


From  all 
other 
sources. 


34 


$5,000 

6,721 


7,546 


25,000 


16,137 

935 

4,115 

19,351 

735 

8,359 

3,322 

10,621 

63,398 

40,000 


25,700 

108,206 


Grand 
total  for 
the  year. 


35 


$248,357 

138,200 

507,051 

173,485 

87,500 

289,190 

72,856 

152,739 

51,469 

121,575 

167,023 

259,230 

346,495 

146,203 

209,688 

132,621 

255,016 

242,623 

205,635 

107,799 

664,711 

502,000 

220,425 

1,165,569 

108,420 


58 

50 

60 

61 

62 


70 

71 

72 

73 

74 

75 

76 

77 

78 

79 

80 
81 
82 


12 


STATISTICS  OF  STATE  UNIVERSITIES. 


Table  3. — Other  financial  statistics  of  state  universities 


1 

2 

3 

4 

5 

6 

7 

8 
9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

21 

22 

23 

24 

25 

26 

27 

28 

29 

30 

31 

32 

33 

34 

35 

36 

37 

38 

39 

40 

41 

42 

43 

44 

45 

46 

47 

48 

49 


50 

51 

52 

53 

54 

55 


Name. 

From  the  State  for  support. 

From  the  State  for 
building. 

Mill  tax. 

Direct  appro- 
priation. 

Mill  tax. 

Rate. 

! Term 
of 

j years. 

Total 

yield. 

Term 

of 

years. 

Total 

yield. 

Rate. 

Term 

of 

years. 

1 

I Total 
j yield. 

36 

1 

37 

38 

39 

40 

41 

42 

43 

Alabama  Polytechnic  Institute 

i 

University  of  Alabama 

6 $56, 000 

1 

University  of  Arizona 

University  of  Arkansas 

1 

(c) 

2 

125. 000 
6100,000 

100. 000 

University  of  California 

TU5 

I 

(c) 

(c) 

6|259, 621 
145,000 
6 69,780 
6 84, 017 

TUU 

State  Agricultural  College,  Colorado . 

Colorado  School  of  Mines 

i 

(c) 

Connecticut  Agricultural  College 

2 i 53.  000 

State  College  for  Colored  Students, 
Delaware. 

Delaware  College 

5 

112, 500 

2 

2 

6 20, 000 
27,700 

i1u 

(c) 

(c) 

161, 535 

(c) 

(c) 

(c) 

6 28, 750 
158,000 

6 240,500 

Iowa  State  College  of  Agriculture 
and  Mechanic  Arts. 

State  University  of  Iowa 

\ 

5 

5 

6$125, 000 
650,000 

University  of  Kansas 

Kansas  State  Agricultural  College 

State  University,  Kentucky 

ifa 

28 

42,018 

3 

15, 000 

Louisiana  State  University  and  Ag- 
ricultural and  Mechanical  College. 
University  of  Maine 

2 

130,000 

Maryland  Agricultural  College 

Massachusetts  Agricultural  College. . 

42, 500 
9,000 

University  of  Michigan 

i 

650,287 
6 173, 100 



129, 422 

Michigan  State  Agricultural  College.. 
Michigan  College  of  Mines 

University  of  Minnesota 

1U3U 

(<=) 

6 220,000 

(C) 

6 165, 000 
65, 946 

Mississippi  Agricultural  and  Me- 
chanical College. 

Alccrn  Agricultural  and  Mechanical 
College,  Mississippi. 

University  of  Mississippi 

University  of  Missouri 

Montana  College  of  Agriculture  and 
Mechanic  Arts. 

Montana  State  School  of  Mines 

2 

82, 000 

University  of  Montana 

57, 555 
24.875 

95.000 

60.000 

University  of  Nebraska 

1 

0C) 

6 329, 413 

University  of  Nevada 

2 

2 

New  Hampshire  College  of  Agricul- 
ture and  Mechanic  Arts. 

Rutgers  College,  New  Jersey 

i 

New  Mexico  College  of  Agriculture 
and  Mechanic  Arts. 

University  of  New  Mexico 

1 

616,000 
6 22,500 

New  Mexico  School  of  Mines 

Cornell  University,  New  York 

1 

6 180,000 

University  of  North  Carolina 

Agricultural  and  Mechanical  College 
for  the  Colored  Race,  North  Caro- 
lina. 

North  Carolina  College  of  Agriculture 
and  Mechanic  Arts. 

North  Dakota  Agricultural  College... 

State  U ni  versity  and  School  of  Mines, 
North  Dakota. 

Ohio  University.... 

6 10,000 
6 32,000 

2 

l 

rh 

run 

5U0 

1 

(«> 

(c) 

(c) 

(c) 

45,669 
6 79,487 

6 93,000 
6 358,000 
6 88, 450 

29,000 

Ohio  State  University 

Miami  University, Ohio 

(c) 

1 

a Census  office  estimate  for  1904.  b Yield  for  1907-8. 


STATISTICS  OF  STATE  UNIVERSITIES, 


13 


and  other  state-aided  institutions  of  higher  education. 


From  the  State 
for  building. 

Total 
state  aid 
to  the 
institution 
since  its 
foundation. 

Direct  appro- 
priation. 

Term 

of 

years. 

44 

Total 

amount. 

45 

46 

2 

$40,000 

$2, 000, 000 

1 

d 174,797 

2 

52, 500 

595, 195 

1 

1 

5, 911 
50,000 

271,500 
652, 015 

2 

170,000 

43. 403 
123,000 

2 

4,429,166 
3, 539, 226 

1 

200,000 

1,109, 000 

2 

90,000 

665,000 

87, 532 

4.985, 000 
2, 193, 375 

579, 954 
112, 250 

7,342, 345 

100,000 

87,000 

4,147,983 

362,787 

2 

30. 000 

25. 000 

40.000 

34.000 

4. 000. 000 
1,490,000 

2 

2 

134,608 
304, 899 

2 

30,000 

1,765,309 

167,500 

536,807 
665, 546 

2 

50,000 

2 

45,000 

89,500 

1 2, 169 

c Continuous. 


Estimated  value  of  the  property 
owned  by  the  institution. 


Grounds. 


47 


$9,000 

190. 000 

29. 000 

15. 000 
2, 400, 296 

100. 000 

225.000 
94, 478 

25.000 

6,000 

45.000 

50.000 

216. 000 

300. 000 

3.000 

45. 000 

410.000 

36.000 

110.000 

121, 608 

287,  450 

100, 000 

124. 000 
465,392 
151, 040 

50. 000 

30. 000 
44, 350 

370, 5L5 

50. 000 

58.500 
1,197,664 

60, 040 

6.000 

50. 000 
265, 206 

31.000 

4,000 

60. 000 

325. 000 

108.000 

30.000 

155,000 

46. 500 

10.000 

2,500 

279,830 

70, 000 
27  000 


60,000 

36.000 

20.000 

500,000 

1,540,000 

50,000 


Buildings. 


48 


$187,781 

500. 000 

157. 000 

350. 000 
2, 191, 144 

408. 000 
190, 251 
317,341 

250. 000 

26, 000 

130. 000 

150. 000 

325.000 

300.000 

52. 000 
177, 830 

1, 893, 500 
550, 400 

758.000 
1, 647,006 

1,852,573 

1,025,000 
594, 388 
378, 405 
437,  700 

420. 000 

200. 000 

371,271 

1, 783, 750 

650.000 
253, 762 

2,325,296 

425,633 

200. 000 

471.000 

1,000, 000 

210. 000 

175.000 

200. 000 
1,000,000 

319,188 

332.000 

512.000 
65,900 

106.000 

75.000 
3,983,575 

602, 601 
70,530 


269,900 

380.000 

450.000 

500.000 

1.300, 000 

277.000 


Equip- 

ment. 


49 


$111,984 

140. 000 

82,000 

201. 000 

1, 481, 275 

188, 000 
131,516 
164, 611 

52. 000 
1,800 

109. 800 

60. 000 

51. 000 
507,  500 

7,500 

104,015 

923,309 

173,381 

295.000 

382. 272 

659,968 

230.000 

305.000 
107,053 
106, 206 

137. 000 

50. 000 

179. 272 
675, 788 

300.000 
226, 300 
966,324 
369,  626 

31.000 

160. 000 
642, 747 
117, 560 

56. 000 

100, 000 

438. 000 
100, 585 

85.000 

174,500 
107, 642 

30.000 

12.000 

1,826,115 

160.000 
29. 192 


77,052 

68,600 

150.000 

65,000 

640.000 
91,949 

d Mill 


Valuation  of  all  taxable  prop- 
erty in  the  State. 


Assessed 

valuation. 

Estimated 

true 

valuations 

50 

51 

$965, 014,261 

$80, 637,  500 
249, 779, 108 

306, 302, 305 
803,907,972 

4.115. 491.106 

1.207.542. 107 

376,000,000 

696,927,979 

1,  414,635, 063 
230, 260, 976 

131, 436, 593 
627,532,539 

431,409, 200 
1,167,445,671 

115,000.000 

1,082,744,083 

342, 87i,  863 
8, 816, 556, 191 
3, 105, 781,739 

658, 740, 025 

4,048, 516, 076 

2,451,560,397 

2,253,224,243 

800, 000, 000 

1,527,486,230 

1,032,229,006 

775,622, 722 

410,000,000 

4,956,578,913 
3, 282, 4i9, 117 

1,975,000,000 

1,090,078,597 

3, 343, 722, 076 
688, 249, 022 

1,389,690,319 
234, 000, 000 

3,759,597,451  j 
746,311,213 

391,570, 720 
85,000,000 

2,009,563,633  I 
220,734,507  1 
516,809,204 

3,235,619,973 

332,262,650 

51,817,788 

1 

8,565,379,394 

575,000,000 

il,  769, 042, 207 
842,072,218 

213,663,840 

735,802,909 

2,307,934,371 



5,946,969,466  | 

I... ...  I 

tax  and  special  appropriation. 


1 

56 

57 

58 

59 

60 

61 

62 

63 

64 

65 

66 

67 

68 

69 

70 

71 

72 

73 

74 

75 

76 

77 

78 

79 

80 

81 

82 


STATISTICS  OF  STATE  UNIVERSITIES. 


Table  3. — Other  financial  statistics  of  state  universities 


Name. 

From  the  State  for  support.  * uddhig  ^ *°r 

1 

Mill  tax. 

Direct  appro- 
priation. 

Mill  tax. 

Rate. 

Term 

of 

years. 

Total 

yield. 

Term 

of 

years. 

Total 

yield. 

Rate. 

Term 

of 

years. 

Total 

yield. 

33 

37 

38 

39 

40 

41 

42 

43 

University  of  Oklahoma 

1 

$100, 451 

Oklahoma  Agricultural  and  Mechan- 
ical College. 

Oregon  State  Agricultural  College. . . 



University  of  Oregon 

:::::: 

Pennsylvania  State  College 

2 

I 

463, 530 
25,000 

Rhode  Island  College  of  Agriculture 
and  Mechanic  Arts. 

South  Carolina  Military  Institute. . . . 

Clemson  Agricultural  College,  South 
Carolina. 

University  of  South  Carolina 

South  Dakota  Agricultural  College.. . 

1 



i 

South  Dakota  State  School  of  Mines. . 

University  of  South  Dakota 

University  of  Tennessee 

2 

50,000 

University  of  Texas 

Agricultural  and  Mechanical  College 
of  Texas. 

Agricultural  College  of  Utah 

University  of  Utah 

2 

(a) 

240,000 
b 6, 000 

University  of  Vermont  and  State 
Agricultural  College. 

Virginia  Polytechnic  Institute 

University  of  Virginia 

2 

76,667 

Virginia  Military  Institute 

College  of  William  and  Mary,  Vir- 
ginia. 

State  College  of  Washington 

University  of  Washington 

2 

404,000 

West  Virginia  University 

University  of  Wisconsin 

I 

| 

(«) 

2 

b$ 644, 657 
24,000 

(a) 

b 43,000 

University  of  Wyoming 



I 

^Continuous.  b Yield  for  1907-8. 


STATISTICS  OF  STATE  UNIVERSITIES, 


15 


and  other  state-aided  institutions  of  higher  education — Continued. 


From  the  State 
for  building. 

Total 
state  aid 
to  the 
institution 
since  its 
foundation. 

Estimated  value  of  the  property 
owned  by  the  institution. 

Valuation  of  all  taxable  prop- 
erty in  the  State. 

Direct  appro- 
priation. 

Grounds. 

Buildings. 

Equip- 

ment. 

Assessed 

valuation. 

Estimated 

true 

valuation. 

Term 

Ol 

years. 

Total 

amount. 

1 44 

45 

46 

47 

48 

49 

! 

50 

51 

1 

$200,000 

$45,000 
207, 500 

40.000 

75.000 

56.000 
14,855 

$85,000 

40.000 

313,505 

234.000 
1,349, 499 

188, 717 

200.000 
549,344 

220,000 

285.000 

81.000 

308.000 
281,912 
631,220 

600.000 

305, 578 
340,700 

940.000 

476,600 

1,547,000 

360.000 

125.000 

607.000 

935.000 

536.000 
2,  #76, 500 

255.000 

$131,300 

135,241 

21,000 

75.000 

150.000 
97,908 

60.000 
361, 779 

120.000 
94, 150 

96.000 

130.000 
178, 301 
200, 592 
187,850 

58,379 
159, 755 
217,618 

110.000 

430.000 

40.000 

35.000 

131.000 
289, 745 

286.000 
826,079 
175,000 

$636,013,700 

$581,000,000 

852,053,232 

2 

2 

162, 169 
55,000 

$2, 129,227 
521, 449 

11,473,620,306 
799, 635,601 

585,853,222 

477,354,708 

1 



56, 800 

300.000 

65.000 

15.000 

40.000 
285, 475 

55.000 

55.000 

23.200 

250.000 

38.000 

61.200 

600.000 

95.000 

50.000 

32.000 
600  000 

400.000 
1,500,000 

100.000 

249,534,422 

679,840,939 

250,000,000 

2 

50,000 

135,000 

4,000,000 

1,511,592 

712,263 
1, 626, 656 

1, 104,223,979 
2,836,322,003 

2, 169,584,363 
166,019, 855 

487,768,615 

1 

60,000 

360,330,089 

1,287,970,180 

2 

33,000 

i,  894, 667 

541,456,220 

1,051,671,432 

2 

600,000 

3, 132,000 

748,593,542 

5 

200,000 

25,000 

8, 473,603 

2,256,300,000 

2,838,678,239 

329,572,241 

56 

57 

58 

59 

60 

61 

62 

63 

64 

65 

66 

67 

68 

69 

70 

71 

72 

73 

74 

75 

76 

77 

78 

79 

80 

81 

82 


o 


UNITED  STATES  BUREAU  OF  EDUCATION 

WHOLE  NUMBER  397 


BULLETIN,  1908:  NO.  8 


STATISTICS  OF  STATE  UNIVERSITIES  AND 
OTHER  INSTITUTIONS  OF  HIGHER 
EDUCATION  PARTIALLY  SUP- 
PORTED BY  THE  STATE  l|§ 


FOR  THE  YEAR  ENDED 
JUNE  30,  1908 


WASHINGTON 

GOVERNMENT  PRINTING  OFFICE 
1909  V 


BULLETIN  OF  THE  BUREAU  OF  EDUCATION. 


1906. 


No.,1.  The  Education  Bill  of  1906  for  England  and  Wales,  as  it  passed  the  House 
of  Commons.  By  Anna  Tolman  Smith,  of  the  Bureau  of  Education.  2d  edition,  / 

1907.  pp.  48. 

No.  2.  German  views  of  American  education,  with  particular  reference  to  indus- 
trial development.  Collated  from  the  Reports  of  the  Royal  Prussian  Industrial 
Commission  of  1904.  By  William  N.  Hailmann,  Professor  of ; the  History  and 
Philosophy  of  Education,  Chicago  Normal  School;  2d  edition,  1907.  pjo.  55.  . 

No.  3..  State  school  systems:  Legislation  and  judicial  decisions  relating  to  public  f;r 

education,  October  1,  1904,  to  October  1,  1906.  By  Edward  G.  Elliott,  Professor 
of  Education  in  the  University  of  Wisconsin.  2d  edition,  revised,  1907.  pp.  156. 


1907. 


*>: 


No.  1.  The  continuation  school  in  the  United  States.  By  Arthur  J.  Jones,  Fellow 
in  Education,  Teachers  College,  Columbia. University,  pp.  157. 

No.  2.  Agricultural  education,  including,  nature  study  and  school  gardens.  By 
James  Ralph  Jewell,  sometime  Fellow  of  Clark  University.  2d  edition,  revised', 

1908.  pp.  148. 

No.  3.  The  auxiliary  schools  of  Germany..  Six  lectures  by  B.  Maennel,  Rector  of 
Mittelschule  in  Halle.  Translated  by  Fletcher  Bascom  Dresslar,  Associate  Pro- 
fessor of  the  Science  and  Art  of  Teaching,  University  of  California,  pp.  137. 

No.  4.  The  elimination  of  pupils  from  school.  By  Edward  L.  Thorndike,  Professor 
of  Educational  Psychology,  Teachers  College,  Columbia  University,  pp.  63. 


1908. 


No.  1.  On  the  training  of  persons  to  teach  agriculture  in  the  public  schools.  By 
Liberty  Hyde  Bailey,  Director  of  the  New  York  State  College  of  Agriculture,  at 
Cornell  University,  pp.  53. 

No.  2.  List  of  publications  of  the  Bureau  of  Education,  1867-1907.  pp.  69. 

No.  3.  Bibliography  of  education  for  1907.  By  James  Ingersoll  Wyer,  jr.,  and  Martha 
L.  Phelps,  of  the  New  York  State  Library.  pp.  ,65. 

No.  4.  Music  education  in  the  United  States:  Schools  and  departments  of  music. 
By  Arthur  L.  Manchester,  Director  of  the  Department  of  Music  of  Converse  Col- 
lege, Spartanburg,  S.  C.  pp.  85. 

No.  5.  Education  in  Formosa.  By  Julean  H.  Arnold,  American  Consul  at  Tam- 
sui,  Formosa,  pp.  70. 

Nq,  6.  The  apprenticeship  system  in  its  relation  to  industrial  education.  By  Carroll 
D.  Wright,  President  of  Clark  College,  Worcester,  Mass.  pp.  116.  . : 

No.  7.  State  school  systems:  Legislation,  and  judicial  decisions  relating  to  public 
education,  October  1,  1906,  to  October  1,  1908.  By  Edward  0.  Elliott,  Professor 
of  Education  in  the  University  of  Wisconsin. 

No.  8.  Statistics  of  state  universities  and  other  institutions  ot  higher  education  par- 
tially supported  by  the  State,  for  the  year  ended  June  30,  1908. 


1909. 


No.  1.  Facilities  lor  study  and  research  in  the  offices  of  the  U.  S.  Government  at 
Washington.  By  Arthur  Twining  Hadley,  President  of  Yale  University. 


